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TMversily M icrofilms International 8603471 P o w e rs , L a rry D o n a ld A STU D Y O F P R O F E S S IO N A L R O LE PERCEPTIONS HELD B Y T W O SELECTED G R O U P S O F VOCATIONAL-AGRICULTURE T E A C H E R S IN MICHIGAN Michigan State University University Microfilms International 300 N. Zeeb Road, Ann Arbor, Ml 48106 Ph.D . 1985 PLEASE NOTE: In all cases this material has been film ed in the best possible w ay from the available copy. Problems encountered with this docum ent have been identified here with a ch e ck mark V 1. Glossy photographs or p a g e s ______ 2. Colored illustrations, paper or p rin t_______ 3. Photographs with dark b ac k g ro u n d _____ 4. Illustrations are p oor c o p y _______ 5. Pages with black marks, not original c o p y ______ 6. Print shows through as there is text on both sides of p a g e ________ 7. Indistinct, broken o r small print on several pages 8. Print exceeds m argin req uirem en ts______ 9. Tightly bound co p y with print lost in s p in e ________ 10. Computer printout pages with indistinct p rin t_______ 11. P a g e (s )_____________ lacking w hen material received, a n d not available from school o r author. 12. P a g e (s )_____________ seem to b e missing in numbering only as text follows. 13. Two pages n u m b e re d 14. Curling and w rinkled p a g e s _______ 15. Dissertation contains pages w ith print at a slant, filmed as received___________ 16. Other______________________________ _______________________ . . Text follows. ________ ___________ University M icrofilm s International A STUDY OF PROFESSIONAL ROLE PERCEPTIONS HELD BY TWO SELECTED GROUPS OF VOCATIONAL-AGRICULTURE TEACHERS IN MICHIGAN By L a r r y D. Powers A DISSERTATION Submitted t o M ic h i g a n S t a t e U n i v e r s i t y 1n p a r t i a l f u l f i l l m e n t o f t h e r e q u i r e m e n t s f o r th e degree of DOCTOR OF PHILOSOPHY D e p a r t m e n t o f A g r i c u l t u r a l and E x t e n s i o n E d u c a t i o n 1985 ABSTRACT A STUDY OF PROFESSIONAL ROLE PERCEPTIONS HELD BY TWO SELECTED GROUPS OF VOCATIONAL-AGRICULTURE TEACHERS IN MICHIGAN By L a r r y D. Powers The p u r p o s e s o f t h i s s t u d y w e r e (1) t o I d e n t i f y and a n a l y z e t h e r o l e p e r c e p t i o n s h e l d by p r o d u c t l o n - a g r l c u l t u r e and o r n a m e n t a l h o rtlc u ltu re teachers, (2) t o d e t e r m i n e I f t h e r e w e r e d i f f e r e n c e s between t h e two groups of t e a c h e r s c o n cern in g t h e e x e cu tio n of s e l e c t e d r o l e a c t i v i t i e s , (3) t o d e t e r m i n e 1f t h e r e w e r e d i f f e r e n c e s b e t w e e n t h e t w o g r o u p s o f t e a c h e r s c o n c e r n i n g t i m e a l l o c a t e d t o e a ch p r o g r a m a r e a , and (4) t o d e t e r m i n e 1 f t h e t w o g r o u p s o f t e a c h e r s d i f f e r e d c o n c e r n i n g t h e I m p o r t a n c e t h e y a t t a c h e d t o e a ch pr og ram a r e a . A r e v i e w o f l i t e r a t u r e and t h e s e l e c t i o n o f a j u r y w e r e u s e d t o v a l i d a t e 80 r o l e a c t i v i t i e s t h a t I d e n t i f i e d t h e r o l e r e s p o n s i b i l i ­ t i e s of th e v o c a tlo n a l-a g rlc u ltu re teacher. T h e s e 80 r o l e a c t i v i t i e s made up an I n s t r u m e n t t h a t was m a i l e d t o p r o d u c t l o n - a g r l c u l t u r e and o r n a m e n t a l - h o r t l c u l t u r e t e a c h e r s 1n M ic h i g a n . all The p o p u l a t i o n c o m p r i s e d p r o d u c t l o n - a g r l c u l t u r e and o r n a m e n t a l - h o r t l c u l t u r e t e a c h e r s 1n M i c h i g a n r e c e i v i n g adde d c o s t f u n d i n g . The s a m p l e c o m p r i s e d a (1) 40 p e r c e n t random s a m p l e o f p r o d u c t i o n m a l e s ( 48) , (2) 100 p e r c e n t o f L a r r y D. Powers p r o d u c t i o n f e m a l e s ( 11 ), c u ltu re teachers Instrum ent (37). and (3) 100 p e r c e n t o f t h e o r n a m e n t a l A total horti­ o f 74 t e a c h e r s r e s p o n d e d t o t h e m a i l e d (78 p e r c e n t ) . Dat a w e r e c o l l e c t e d c o n c e r n i n g r o l e p e r c e p t i o n , r o le execution, t i m e a l l o c a t i o n , and t h e i m p o r t a n c e t e a c h e r s a t t a c h e d t o e a ch pr o g ra m area. The d a t a I n d i c a t e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d from h o r t i c u l t u r e te a c h e rs concerning r o le p e rc e p tio n , allocation, r o le execution, tim e and t h e i m p o r t a n c e t h e y a t t a c h e d t o e ach p r o g r a m a r e a . s i g n i f i c a n t e f f e c t was f o u n d f o r t e a c h e r c h a r a c t e r i s t i c s degree earned, (sex, A a ge , t e a c h i n g e x p e r i e n c e ) and s c h o o l c h a r a c t e r i s t i c s ( s t u d e n t e n r o l l m e n t , t y p e s c h o o l , s c h o o l c o m m u n it y c l a s s i f i c a t i o n ) w i t h r e s p e c t to ro le perception, area. r o l e e x e c u t i o n , and t i m e a l l o c a t e d t o e a ch p r og ra m I t was c o n c l u d e d t h a t : 1. H o r t i c u l t u r e t e a c h e r s h e l d low p e r c e p t i o n s f o r a d v i s i n g y o u t h o r g a n i z a t i o n s and c o n s e q u e n t l y d i d n o t a l l o c a t e a s much t i m e f o r t h i s a c t i v i t y as p ro d u ctio n te a c h e r s did. 2. H o r t i c u l t u r e a nd p r o d u c t i o n t e a c h e r s a g r e e d w i t h a c t i v i t i e s a s s o c i a te d with s c h o o l, 3. secondary s tu d e n ts , and t e a c h i n g . H o r t i c u l t u r e a nd p r o d u c t i o n t e a c h e r s h e l d low p e r c e p t i o n s f o r a c t i v i t i e s a s s o c i a t e d w i t h t h e c o m m u n it y and a l l o c a t e d l i t t l e t i m e for these a c tiv itie s . 4. H o r t i c u l t u r e and p r o d u c t i o n t e a c h e r s d i d n o t a c c e p t a d u l t education a c t i v i t i e s as p a rt of t h e i r r o le . ACKNOWLEDGMENTS The r e s e a r c h e r wou ld l i k e t o e x p r e s s a p p r e c i a t i o n t o Dr. J a m e s E. J a y , c h a i r m a n o f t h e g u i d a n c e c o m m i t t e e , and a s s i s t a n c e . F. B o b b i t t , A p p r e c i a t i o n 1s e x p r e s s e d t o Drs. 0. D. M e ad e rs , E. Nonnamaker, and F. Peabody f o r s e r v i n g on t h e g u i d a n c e c o m m i t t e e and p r o v i d i n g s u p p o r t and d i r e c t i o n . e x p r e s s e d t o Dr. fo r his support A p p r e c i a t i o n 1s R. Houang f o r p r o v i d i n g s t a t i s t i c a l a s s i s t a n c e and Dr. C. Wamhoff, c h a i r m a n o f t h e D e p a r t m e n t , f o r h i s s u p p o r t and patience. The r e s e a r c h e r wou ld l i k e t o e x p r e s s h i s a p p r e c i a t i o n t o Rich K a r e l s e , S ta te S upervisor of A g ricu ltu ral Education, for his a s s i s t a n c e and c o o p e r a t i o n . S i n c e r e a p p r e c i a t i o n 1s e x p r e s s e d t o t h e v o c a t l o n a l - a g r i c u l t u r e t e a c h e r s o f M ic hi ga n and t h o s e I n d i v i d u a l s s e r v i n g on t h e j u r y . The r e s e a r c h e r w ou ld H k e t o e x p r e s s a s p e c i a l a p p r e c i a t i o n t o Dr. J u l i u s I. O l a l f a , B a b a t u n d e Ko la d e, B a r r y C o l l e y , Ayodele Walker, Segun Yerokun, and R i c h a r d Ns1 ah-Yeboah, a l l o f whom a r e v e r y c l o s e f r i e n d s o f h i s who made t h e t o u g h t i m e s l e s s d i f f i c u l t . The w r i t e r a l s o wou ld H k e t o e x p r e s s a p p r e c i a t i o n t o a v e r y c l o s e and s p e c i a l f r i e n d who p r o v i d e d s u p p o r t and e n c o u r a g e m e n t w h i c h was n e e d ed t r e m e n ­ dously. The r e s e a r c h e r e x p r e s s e s h i s a p p r e c i a t i o n t o Sue C o o l e y , ty p ist, f o r p a t i e n c e , h a r d work, and a j o b w e l l done. Special a p p r e c i a t i o n t o W. L. P o w er s and f a m i l y f o r t h e i r s u p p o r t and e n c o u r a g e m e n t . The r e s e a r c h e r w o u ld l i k e t o e x p r e s s h i s d e e p e s t and m o s t s i n c e r e a p p r e c i a t i o n t o h i s t w o d a u g h t e r s * Kesha and K r ls na * f o r c o n t i n u i n g t o l o v e Daddy w h i l e h e was away. TABLE OF CONTENTS Page LIST OF TABLE S ..................................................................................................................... vi LIST OF F I G U R E S ................................................................................................................ xi Chapter I. II. III. INTRODUCTION ........................................................................................................ 1 S t a t e m e n t o f t h e P r o b l e m ..................................................................... P u r p o s e s o f t h e S t u d y ......................................................................... H y p o t h e s e s ...................................................................................................... I m p o r t a n c e o f t h e S t u d y .................................................................... D e f i n i t i o n o f T e r m s .............................................................................. L i m i t a t i o n s o f t h e S t u d y .................................................................... D is s e rta tio n O rganization . . . ................................................. 2 4 5 8 10 11 12 REVIEW OF THE LITERATURE.......................................................................... 13 R o l e T h e o r y .................................................................................................. R o l e o f t h e R e g u l a r C l a s s r o o m T e a c h e r ................................... Backgr ound o f T e a c h e r R o l e ........................................................... R o l e I d e n t i f i c a t i o n ......................................................................... Role I d e n t i f i c a t i o n o f t h e V o c a tio n a l A g r i c u l t u r e T e a c h e r ...................................................................................................... R o l e C o n s e n s u s and Lack o f C o n s e n s u s ....................................... The R o l e o f Women a s A g r i c u l t u r e T e a c h e r s ......................... S u m m a r y ........................................................................................................... 13 22 22 24 29 35 44 49 METHODOLOGY........................................................................................................ 52 P l a n n i n g t h e S t u d y ................................................................................... Population I d e n t i f i c a t i o n ........................................................... Sample S e l e c t i o n ................................................................................... Developing t h e I n stru m e n t ........................................................... C o n d u c t i n g t h e S t u d y .............................................................................. S e c u r i n g R e s p o n s e s .............................................................................. P r o c e s s i n g t h e D a t a .............................................................................. S u m m a r y ........................................................................................................... 52 52 53 54 60 60 62 63 iv Pa g e IV. V. ANALYSIS AND PRESENTATION OF FINDINGS ........................................ 64 R e l e v a n t R e s e a r c h Q u e s t i o n s ........................................................... C h a r a c t e r i s t i c s o f t h e R e s p o n d e n t s 1n t h e P o s i t i o n G r o u p s ........................................................................................................... H y p o t h e s i s T e s t i n g ................................................................................... R o l e P e r c e p t i o n ........................................................................................ R o l e E x e c u t i o n ............................................................................................ Time A l l o c a t i o n ........................................................................................ I m p o r t a n c e A t t a c h e d t o Each Program A r e a .............................. 64 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 66 72 75 99 128 158 .............................. 162 Summary o f t h e S t u d y .............................................................................. Need f o r t h e S t u d y .............................................................................. O b j e c t i v e s of t h e Study . . . . . . . . . . . . . . M e t h o d o l o g y ............................................................................................ Summary o f F i n d i n g s .............................................................................. C h a r a c t e r i s t i c s o f R e s p o n d e n t s 1n t h e P o s i t i o n G r o u p s ...................................................................................................... D i f f e r e n c e s C o n c e r n i n g Ro le P e r c e p t i o n ............................... D i f f e r e n c e s C o n c e r n i n g Ro le E x e c u t i o n ............................... Time A l l o c a t e d t o Each P r o g r a m .................................................. I m p o r t a n c e A t t a c h e d t o Each Pr o g ram .................................... C o n c l u s i o n s ................................................................................................. Recommendations ....................................................................................... Prog ram Recommendations ................................................................ R e s e a r c h Re com mendations ................................................................ 162 162 163 164 166 APPENDICES.............................................................................................................................. 173 166 167 168 169 169 170 171 171 171 A. INSTRUMENT DEVELOPMENT AND DATA COLLECTION ............................... 174 B. PROBABILITY DATA AND MEANS FOR IMPORTANCE ATTACHED TO PROGRAM AREAS....................................................................................... 189 SUMMARY MEANS AND STANDARD DEVIATIONS FOR ALLDATA . . . 19^ C. BIBLIOGRAPHY ......................................................................................................................... v 211 LIST OF TABLES T a b le Page 1. Post-Hoc R e l i a b i l i t y T e st R e s u l ts 2. Number o f R e s p o n d e n t s by P o s i t i o n Group ........................................ 62 3. T e a c h e r Type and S e x ......................................................................................... 67 4. Age and P o s i t i o n G r o u p .................................................................................... 68 5. Level o f Formal E d u c a t i o n by P o s i t i o n Group ............................ 68 6. Y e a r s o f T e a c h i n g E x p e r i e n c e ..................................................................... 69 7. S t u d e n t E n r o l l m e n t by P o s i t i o n Group .................................................. 70 8. Scho ol Type by P o s i t i o n G r o u p ................................................................ 71 9. Community C l a s s i f i c a t i o n by P o s i t i o n Group.......... ............................ 71 10. One-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e f o r t h e E f f e c t o f T e a c h e r Type by R ol e P e r c e p t i o n .............................. 76 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by R o l e P e r c e p t i o n ................................................ 76 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by Sex With R e s p e c t t o R o l e P e r c e p t i o n .................................................................... 78 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Sex With R e s p e c t t o R o l e P e r c e p t i o n s Held# Main E f f e c t ( T e a c h e r Type) .............................................................................. 78 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by Age With R e s p e c t t o R ol e P e r c e p t i o n .................................................................... 79 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Age With R e s p e c t t o R o l e P e r c e p t i o n s Held# Main E f f e c t ( T e a c h e r Type) ................................................................................................. 81 11. 12. 1 3. 14. 1 5. vi ....................................................... 59 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by D e g r e e Ea rn ed With R e s p e c t t o R o l e P e r c e p t i o n ....................................... 84 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by D e gr e e E a r n ed w i t h R e s p e c t t o R o l e P e r c e p t i o n s Held* Main E f f e c t ( T e a c h e r Type) .................................................................... 85 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by Ye a r o f T e a c h i n g E x p e r i e n c e With R e s p e c t t o R o l e P e r c e p t i o n . . 87 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Y e a r s o f T e a c h i n g E x p e r i e n c e With R e s p e c t t o Ro le P e r c e p t i o n s H e l d , Main E f f e c t ( T e a c h e r Type) ........................ 88 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by S t u d e n t E n r o l l m e n t With R e s p e c t t o R o l e P e r c e p t i o n ............................. 91 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by S t u d e n t E n r o l l m e n t With R e s p e c t t o R o l e P e r c e p t i o n s H e l d , Main E f f e c t ( T e a c h e r Type) ...................................................... 92 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by Type School With R e s p e c t t o R o l e P e r c e p t i o n ...................................................... 94 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Type School With R e s p e c t t o R o l e P e r c e p t i o n s H e l d , Main E f f e c t ( T e a c h e r Type) .................................................................... 95 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by School Community C l a s s i f i c a t i o n With R e s p e c t t o R o l e P e r c e p t i o n ........................................................................................................... 97 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by School Community C l a s s i f i c a t i o n With R e s p e c t t o Role P e r c e p t io n ............................................................................................ 98 One-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e f o r t h e E f f e c t o f T e a c h e r Type by R o l e E x e c u t i o n ................................................. 99 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by R o l e E x e c u t i o n ................................................................................................. vi t Page Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by Sex With .................................................................... R e spe c t t o Role E xe c u tio n 101 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Sex With R e s p e c t t o R o l e E x e c u t i o n , Main E f f e c t ( T e a c h e r Type) ............................. . .......................................................... 102 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by Age With R e spe c t t o Role E xecution .................................................................... 105 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Age With R e s p e c t t o R o l e E x e c u t i o n , Main E f f e c t ( T e a c h e r T y p e ) ............................. .... ................................................................................. 106 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by D e g re e Ea rn ed With R e s p e c t t o R o l e E x e c u t i o n .......................................................... 109 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by D e g r e e Earned With R e s p e c t t o R o l e E x e c u t i o n , Main E f f e c t ( T e a c h e r Type) ............................................................................. 110 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by Y e a r s o f T e a c h i n g E x p e r i e n c e With R e s p e c t t o R o l e E x e c u t i o n . . . 113 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Y e a r s o f T e a c h i n g E x p e r i e n c e With R e s p e c t t o R o l e ....................................... E x e c u t i o n , Main E f f e c t ( T e a c h e r Type) 114 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by S t u d e n t E n r o l l m e n t With R e s p e c t t o R o l e E x e c u t i o n ............................. 117 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by S t u d e n t E n r o l l m e n t With R e s p e c t t o R o l e E x e c u t i o n , Main E f f e c t ( T e a c h e r Type) .................................................................... 118 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t of T e a c h e r Type by Type School With R e s p e c t t o R o l e E x e c u t i o n .......................................................... 121 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Type Sc h oo l With R e s p e c t t o R o l e E x e c u t i o n , Main E f f e c t (Type S c h o o l ) ................................................................................................. 122 vi I i Pag e Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by School Community C l a s s i f i c a t i o n With R e s p e c t t o R o l e E x e c u t i o n ........................................................................................................... 124 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by School Community C l a s s i f i c a t i o n With R e s p e c t t o R o l e E x e c u t i o n . . ....................................................................................... 125 One-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e f o r t h e E f f e c t o f T e a c h e r Type by Time A l l o c a t i o n ............................. 128 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Time A l l o c a t e d t o Each Pr o g ram Area ............................................ 129 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by Sex With R e s p e c t t o Time A l l o c a t i o n .................................................................... 130 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Sex With R e s p e c t t o Time A l l o c a t i o n # Main E f f e c t ( T e a c h e r Type) ................................................................................................. 131 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by Age With R e s p e c t t o Time A l l o c a t i o n .................................................................... 134 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Age With R e s p e c t t o Time A l l o c a t e d t o Each Program A r e a , I n t e r a c t i o n E f f e c t ( T e a c h e r Type x Age) .................... 135 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by D e g r e e E a r n e d With R e s p e c t t o Time A l l o c a t i o n ....................................... 139 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by D e g r e e E a r n ed With R e s p e c t t o Time A l l o c a t e d t o Each Pr og ram A r e a , Main E f f e c t ( T e a c h e r Type) .................................. 140 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by Y e a r s o f T e a c h i n g E x p e r i e n c e With R e s p e c t t o Time A l l o c a t i o n . . 143 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Y e a r s o f T e a c h i n g E x p e r i e n c e With R e s p e c t t o Time A l l o c a t i o n ........................................................................................................... 144 ix Page 52. 53. 54. 55. 56. 57. 58. 59. Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by S t u d e n t E n r o l l m e n t With R e s p e c t t o Time A l l o c a t i o n .............................. 147 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by S t u d e n t E n r o l l m e n t With R e s p e c t t o Time A l l o c a t i o n . . . 148 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by Type School With R e s p e c t t o Time A l l o c a t i o n ...................................................... 152 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by Type School With R e s p e c t t o Time A l l o c a t e d t o Each Pr o gr am A r e a , Main E f f e c t (Type S c h o o l ) ................................... 153 Two-Way M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e S i g n i f i c a n c e T e s t f o r t h e E f f e c t o f T e a c h e r Type by School Community C l a s s i f i c a t i o n With R e s p e c t t o Time A llocation ....................................................................................... 155 U n i v a r i a t e F - T e s t f o r t h e E f f e c t o f T e a c h e r Type by School Community C l a s s i f i c a t i o n With R e s p e c t t o Time A l l o c a t e d t o Each Pr og ram A r e a , I n t e r a c t i o n E f f e c t ( T e a c h e r Type x School Community C l a s s i f i c a t i o n ) . . . . 156 Means f o r Each Program Area by P o s i t i o n Group and D i f f e r e n c e s C o n c e r n i n g I m p o r t a n c e A t t a c h e d t o Each P r og ra m A r e a ........................ 159 Means by Rank C o n c e r n i n g I m p o r t a n c e A t t a c h e d t o Each A r e a ......................................................................................................................... 161 x LIST OF FIGURES F ig u r e 1. Page N o m o t h e t i c and I d l o g r a p h i c D i m e n s i o n s o f S o c i a l B e h a v i o r ........................................................................................................... 15 2. M a s l o w ' s H i e r a r c h y o f Needs ..................................................................... 21 3. R o l e P e r c e p t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by Sex . . 80 4. Role P e r c e p t i o n : E d u c a tio n a l L e a d ersh ip in t h e Community, by S e x ....................................................................................... 80 5. R o l e P e r c e p t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by Age . . 82 6. Role P e r c e p tio n : E d ucational Leadership in t h e Community, by A g e ....................................................................................... 82 R o l e P e r c e p t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by D e g r e e E a r n ed ................................................................................................. 86 Role P e r c e p t io n : E d u catio n al L eadership in th e Community, by D e g r e e E a r n ed ............................................................... 86 R o l e P e r c e p t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by Ye a rs o f T e a c h i n g E x p e r i e n c e ......................................................................... 89 Role P e r c e p tio n : E d ucational Leadership in th e Community, by Y e a r s o f T e a c h i n g E x p e r i e n c e ......................... 89 R o l e P e r c e p t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by S t u d e n t E n r o l l m e n t .................................................................................. 93 R o l e P e r c e p t i o n : E d u c a t i o n a l L e a d e r s h i p 1n t h e Community, by S t u d e n t E n r o l l m e n t ................................................. 93 R o l e P e r c e p t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by Type S c h o o l ...................................................................................................... 96 R o l e P e r c e p t i o n : E d u c a t i o n a l L e a d e r s h i p 1n t h e Community, by Type S c h o o l .................................................................... 96 7. 8. 9. 10. 11. 12. 13. 14. xi Page R o l e P e r c e p t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by School Community C l a s s i f i c a t i o n ...................................................... Role E x e c u tio n : A d v i s i n g Youth O r g a n i z a t i o n s , by Sex Role E x e c u tio n : G u i d a n c e and C o u n s e l i n g , by Sex Role E x ecu tio n : Adult Education A c t i v i t i e s , Role E xecu tio n : A d v i s i n g Youth O r g a n i z a t i o n s , . . . ... . 98 103 103 . . . 104 . . 107 Role E x e c u tio n : Guidance and C o u n s e l n g A c t i v i t i e s , by Age ................................................................................................................ 107 Role E x e c u tio n : A dult E ducation A c t i v i t i e s , . . . 108 R o l e E x e c u t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by D e g r e e E a r n ed ................................................................................................. 111 R o l e E x e c u t i o n : G u i d a n c e and C o u n s e l i n g A c t i v i t i e s , by D e g r e e E a r n e d ....................................... .... ........................................... 111 R o l e E x e c u t i o n : A d u l t E d u c a t i o n A c t i v i t i e s , by D e g r e e .................... ....................................................................................... Ea rn ed 112 R o l e E x e c u t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by Y e a r s o f T e a c h i n g E x p e r i e n c e ......................................................................... 115 R o l e E x e c u t i o n : G u i d a n c e and C o u n s e l i n g A c t i v i t i e s , by Y e a r s o f T e a c h i n g E x p e r i e n c e .......................................................... 115 R o l e E x e c u t i o n : A d u l t E d u c a t i o n A c t i v i t i e s , by Y e a r s o f T e a c h i n g E x p e r i e n c e .................................................................................. 116 R o l e E x e c u t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by S t u d e n t E n r o l l m e n t ................................................................................... 119 R o l e E x e c u t i o n : G u i d a n c e and C o u n s e l i n g A c t i v i t i e s , by S t u d e n t E n r o l l m e n t ................................................................................... 119 R o l e E x e c u t i o n : A d u l t E d u c a t i o n A c t i v i t i e s , by S t u d e n t E n r o l l m e n t ................................................. ................................................. 120 Role E xecu tio n : S u p e r v is in g O ccupational Experience P r o g r a m s , by Type Sc ho ol .................................................................... 123 R o l e E x e c u t i o n : S e r v i n g a s a Member o f t h e P r o f e s s i o n , by Type Scho ol ............................................................... . . . . . . 123 xi f by Sex by Age by Age Page R o l e E x e c u t i o n : A d v i s i n g Youth O r g a n i z a t i o n s * by School Community C l a s s i f i c a t i o n ...................................................... 126 R o l e E x e c u t i o n : G u i d a n c e and C o u n s e l i n g A c t i v i t i e s * by Sc ho ol Community C l a s s i f i c a t i o n ............................................ 127 R o l e E x e c u t i o n : A d u l t E d u c a t i o n A c t i v i t i e s , by Sc ho ol Community C l a s s i f i c a t i o n .................................................................... 127 Time A l l o c a t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by Sex . . 132 Time A l l o c a t i o n : G u i d a n c e and C o u n s e l i n g A c t i v i t i e s , by Sex ............................................................................................................... 132 Time A l l o c a t i o n : A d u l t E d u c a t i o n A c t i v i t i e s , . . 133 Time A l l o c a t i o n : G u i d a n c e and C o u n s e l i n g A c t i v i t i e s , by Age ............................................................................................................... 136 Time A l l o c a t i o n : A d u l t E d u c a t i o n A c t i v i t i e s , 136 Time A l l o c a t i o n : P r o f e s s i o n a l by Sex . by Age . . . Staff A ctivities, by Age 137 Time A l l o c a t i o n : S e r v i n g a s a Member o f t h e P r o f e s s i o n , by Age ............................................................................................................... 138 Time A l l o c a t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by D e g r e e Ea rn ed ................................................................................................. 140 Time A l l o c a t i o n : G u i d a n c e and C o u n s e l i n g A c t i v i t i e s , by D e g r e e Earned ....................................................................................... 141 Time A l l o c a t i o n : A d u l t E d u c a t i o n A c t i v i t i e s , by D e g r e e ............................................................................................................... Earned 142 Time A l l o c a t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by Y e a r s o f T e a c h i n g E x p e r i e n c e .......................................................... 145 Time A l l o c a t i o n : G u i d a n c e and C o u n s e l i n g A c t i v i t i e s , by Y e a r s o f T e a c h i n g E x p e r i e n c e ...................................................... 145 Time A l l o c a t i o n : A d u l t E d u c a t i o n A c t i v i t i e s , by Y e a r s of Teaching Experience ......................................................................... 146 Time A l l o c a t i o n : A d v i s i n g Youth O r g a n i z a t i o n s , by S t u d e n t E n r o l l m e n t .................................................................................. 150 xi i i Pa g e 50. 51. 52. 53 . 54. 55. Time A l l o c a t i o n : G u i d a n c e and C o u n s e l i n g A c t i v i t i e s * by S t u d e n t E n r o l l m e n t ............................................................................. 150 Time A l l o c a t i o n : A d u l t E d u c a t i o n A c t i v i t i e s * by S t u d e n t E n r o l l m e n t .................................................................................. 151 Time A l l o c a t i o n : A d u l t E d u c a t i o n A c t i v i t i e s , by Type S c h o o l ............................................................................................................... 154 Time A l l o c a t i o n : E d u c a t i o n a l L e a d e r s h i p i n t h e Community* by Type S c h o o l .................................................................... 154 Time A l l o c a t i o n : A d u l t E d u c a t i o n A c t i v i t i e s * by School Community C l a s s i f i c a t i o n .................................................................... 157 Time A l l o c a t i o n : E d u c a t i o n a l L e a d e r s h i p 1n t h e Community* by School Community C l a s s i f i c a t i o n .................... 158 XIV CHAPTER I INTRODUCTION On F e b r u a r y 2 3 , 1917, t h e U n i t e d S t a t e s C o n g r e s s p a s s e d t h e N a t i o n a l V o c a t i o n a l E d u c a t i o n Act , b e t t e r known a s t h e S m l t h - H u g h e s Act. The m a j o r p u r p o s e o f t h i s a c t was t o p r o v i d e f e d e r a l funding f o r v o c a t l o n a l - e d u c a t l o n p r o g r a m s t h a t m i g h t o t h e r w i s e n o t be e s t a b l i s h e d . The a c t i n c l u d e d p r o v i s i o n s f o r a g r i c u l t u r e , homemaking. t r a d e s and I n d u s t r i e s , and T h i s a c t was t h e f o u n d a t i o n f o r f e d e r a l - s t a t e c o o p e r a t i o n in a g r i c u l t u r a l education a t th e secondary-school level.^ S i n c e t h e p a s s a g e o f t h i s a c t , t h e r e ha ve been many t e c h n o l o g i ­ cal and s t r u c t u r a l I n n o v a t i o n s 1n e d u c a t i o n a t t h e s e c o n d a r y l e v e l . A g r i c u l t u r a l e d u c a tio n a t t h e secondary le v e l has evolved from t e a c h in g f a r m boys how t o p r o d u c e c r o p s and l i v e s t o c k t o t e a c h i n g b o t h g i r l s and boys a b o u t a g r i c u l t u r a l t e c h n o l o g y and I t s a p p l i c a t i o n 1n an a g g r e s s i v e and c h a n g i n g s o c i e t y . In l i g h t o f t h e s e changes, t h e r o l e of t h e t e a c h e r o f a g r i c u l ­ t u r e n e e d s t o be c l e a r l y d e f i n e d s o t h a t t h e s t u d e n t s may b e n e f i t f ro m a w e l l - o r g a n i z e d and w e l l - p l a n n e d p r o g ra m . Lloyd J . P h i p p s , Handbook o f A g r i c u l t u r a l E d u c a t i o n 1n P u b l i c S c h o o l s , 4 t h ed. ( D a n v i l l e , 111.: The I n t e r s t a t e P r i n t e r s and P u b l i s h ­ e r s , I n c . , 1 9 8 0 ) , p. 1 3 ) . 1 2 I f v o c a tio n a l a g r i c u l t u r e programs a r e t o meet a d e q u a te ly t h e c h a n g i n g demands f o r e d u c a t i o n i n a g r i c u l t u r e # t h e r o l e o f t h e t e a c h e r o f v o c a t i o n a l a g r i c u l t u r e m u s t be c l e a r l y i d e n t i f i e d and u n d e r s t o o d by h i m s e l f a s w e l l a s by t h e p e r s o n s g i v i n g him d i r e c t i o n 1n h i s p r o f e s s i o n a l a c t i v i t i e s . ^ Because of t h e s t r u c t u r e of t h e programs a t t h e l o c a l level, i t i s e x t r e m e l y i m p o r t a n t t h a t t h e r o l e o f t h e a g r i c u l t u r e t e a c h e r be d e f i n e d and u n d e r s t o o d by t h e t e a c h e r . Teachers re s p o n s ib le f o r p r o v i d i n g l o c a l p r o g r a m s h a v e t r e m e n d o u s l a t i t u d e 1n how t h e y wi l l stru ctu re, develop, and d e l i v e r t h e i r p r o g r a m s . "The j o b o f t h e t e a c h e r o f a g r i c u l t u r e 1s a c o m p l e x o n e , and e ach p a r t e c h o e s t h e p h i l o s o p h y o f what t h e t e a c h e r b e l i e v e s h i s r o l e t o b e . " S t a t e m e n t o f t h e Pr ob lem T e a c h i n g v o c a t i o n a l a g r i c u l t u r e i n s e c o n d a r y s c h o o l s i s becom­ i n g m o re d i f f i c u l t b e c a u s e o f t e c h n o l o g i c a l innovations, s tr u c tu r a l c h a n g e s , l o c a l / s t a t e d e ma nd s, and c o m m u n i t y - 1 n v o l v e m e n t c o n c e p t s . Con­ s i d e r i n g a l l o f t h e d i f f e r e n t f a c t o r s t h a t i m p i n g e on d e t e r m i n i n g t h e ro le of the teacher of a g ric u ltu re , how t h e t e a c h e r p e r c e i v e s t h i s r o l e . i t seems Im p o r ta n t t o u n d e rsta n d This study i s concerned w ith I d e n t i f y i n g and c l a r i f y i n g t h e p e r c e i v e d r o l e o f t w o g r o u p s o f v o c a t l o n a l - a g r i c u l t u r e t e a c h e r s 1n M ic h i g a n . In t h e l i t e r a t u r e , it 1s s u g g e s t e d t h a t t h e r e a r e I n c r e a s i n g and c h a n g i n g demands on t e a c h e r s ^ W i l l i a m E. D r a k e , " P e r c e p t i o n s o f t h e V o c a t i o n a l A g r i c u l t u r e T e a c h e r s ’ P r o f e s s i o n a l R o l e i n M ic h i g a n " (Ph.D. d i s s e r t a t i o n , M i c h i g a n S t a t e U n i v e r s i t y , 1 9 6 2 ) , p. 1. 2 V. R. C a r d o z i e r , e d . , T e a c h e r E d u c a t i o n i n _ A g r i c u l t u r e ( D a n v i l l e , 111.: The I n t e r s t a t e P r i n t e r s and P u b l i s h e r s , I n c . , p. 6 5 ) . 1967), 3 t h a t make I t I m p e r a t i v e t h a t t h e r o l e o f t h e v o c a t i o n a l - a g r l c u l t u r e t e a c h e r be u n d e r s t o o d fro m t h e t e a c h e r ’s p e r s p e c t i v e . supervisory personnel, P o lic y makers, a n d t e a c h e r s s h o u l d be a w a r e o f t h e t e a c h e r ’s p e r c e p t i o n b e c a u s e I t 1s v e r y I m p o r t a n t 1n t e r m s o f p r o g r a m c o n t i n u i t y , p r o gr a m p l a n n i n g , and p r o g ra m d e l i v e r y . A g r i c u l t u r e 1s n o t t a u g h t 1n a vacuum. Integral tu ral p a r t of th e school I t 1s, o r s h o u l d be, s y s t e m 1n w h i c h 1 t e x i s t s . "If agricul­ e d u c a t i o n i s t o h a v e a p e r m a n e n t p l a c e 1n p u b l i c s c h o o l s , an 1 t must c o n t r i b u t e t o t h e b a s i c p u r p o s e s f o r whi ch p u b l i c s c h o o l s w e r e c r e a t e d and f o r which t h e y a r e m a i n t a i n e d . "1 La m ber th f o u n d t h a t t h e t h i r d m o s t f r e q u e n t l y s t a t e d r e a s o n f o r v o c a t i o n a l - a g r i c u l t u r e t e a c h e r s ’ l e a v i n g t h e p r o f e s s i o n was a l a c k o f u n d e r s t a n d i n g o f t h e i r r o l e by s c h o o l a d m i n i s t r a t o r s . Based on t h i s I n f o r m a t i o n , t h e r e s e e m s t o be a v e r y c l o s e r e l a t i o n s h i p b e t w e e n p r o ­ gram s t a b l l 1 t y / q u a l 1 t y and a d m i n i s t r a t o r s ' u n d e r s t a n d i n g t h e r o l e o f the te a c h e r.2 ^ H e r b e r t M. H a m li n , P u b l i c Sc h o o l E d u c a t i o n 1n A g r i c u l t u r e : . . A Gu id e t o P o l i c y and P o l i c y Making ( D a n v i l l e , 111.: The I n t e r s t a t e P r i n t e r s and P u b l i s h e r s , I n c . , 1 9 6 2 ) , p. 14. ^Edwln E. L a m b e r t h , "Why T e a c h e r s o f V o c a t i o n a l A g r i c u l t u r e Leave t h e P r o f e s s i o n , " A g r i c u l t u r e E d u c a t i o n M a g a z i n e 31 ( F e b r u a r y 1 9 5 9 ) : 174. 4 P u r p o s e s o f t h e St ud y The p u r p o s e s o f t h i s s t u d y a r e a s f o l l o w s : 1. To I d e n t i f y t h e r o l e s o f p r o d u c t l o n - a g r l c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s a s t h e y a r e p e r c e i v e d by e a ch g r o u p . 2. To a n a l y z e and c o m p a r e t h e r o l e p e r c e p t i o n s o f t h e p r o d u c tio n -a g ric u ltu re with th o se of th e o rn a m e n ta l-h o r tic u ltu re teacher. 3. To a n a l y z e and c o m p a r e f r e q u e n c y o f r o l e e x e c u t i o n and t i m e a l l o c a t e d t o e a ch pr ogr am a r e a . 4. To d e t e r m i n e t h e l e v e l o f i m p o r t a n c e a t t a c h e d t o each pr ogram a r e a . S p e c ific o b j e c tiv e s a re as follow s: 1. To d e t e r m i n e i f p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s d i f f e r f r o m o r n a m e n ta l - h o r ti c u lt u r e te a c h e rs concerning p e rc e p tio n s of s e le c te d roles. 2. To d e t e r m i n e 1 f t e a c h e r c h a r a c t e r i s t i c s a n d / o r s c h o o l c h a r a c t e r i s t i c s Influence th e p ercep tio n s of s e le c te d r o le s of p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s . 3. To d e t e r m i n e i f p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s d i f f e r f r o m o r n a m e n ta l - h o r ti c u lt u r e te a c h e r s concerning t h e execution of s e le c te d role a c tiv itie s . 4. To d e t e r m i n e i f t e a c h e r c h a r a c t e r i s t i c s a n d / o r s c h o o l c h a r a c t e r i s t i c s in flu e n ce th e execution of s e le c te d ro le s of p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s . 5 5. To d e t e r m i n e i f p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s d i f f e r from o r n a m e n ta l - h o r ti c u lt u r e te a c h e r s concerning th e a ll o c a t i o n of tim e t o e a c h program a r e a . 6. To d e t e r m i n e 1 f t e a c h e r c h a r a c t e r i s t i c s a n d / o r s c h o o l c h a r a c t e r i s t i c s I n f l u e n c e t h e t i m e p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s a l l o c a t e f o r s e l e c t e d p r og ra m a r e a s . 7. To d e t e r m i n e I f d i f f e r e n c e s e x i s t b e t w e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l h o r t i c u l t u r e te a c h e rs concerning th e I m p o r t a n c e t h e y a t t a c h t o t h e s e l e c t e d program a r e a s . The f o l l o w i n g r o l e s w e r e I d e n t i f i e d and s e l e c t e d a s a r e s u l t of t h e r e v i e w o f l i t e r a t u r e and c o n s u l t a t i o n w i t h c o m m i t t e e mem be rs: (1) p l a n n i n g and I m p l e m e n t i n g I n s t r u c t i o n a l dents, (2) a d v i s i n g y o u t h o r g a n i z a t i o n , ex p e rien c e programs, p r o g ra m f o r s e c o n d a r y s t u ­ (3) s u p e r v i s i n g o c c u p a t i o n a l (4) g u i d a n c e and c o u n s e l i n g , Implementing t h e a d u l t I n s t r u c t i o n a l program, tional l e a d e r 1n t h e c o m m u n i t y , sional s t a f f , (5) p l a n n i n g and (6) w o r k i n g a s an e d u c a ­ (7) w o r k i n g a s a member o f a p r o f e s ­ and (8) w o r k i n g a s a member o f t h e p r o f e s s i o n . Hypotheses The h y p o t h e s e s o f t h e s t u d y a r e a s f o l l o w s and a r e s t a t e d 1n th e null (Ho) fo rm . Ho 1: T h e r e 1s no d i f f e r e n c e b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s c o n c e r n i n g r o l e p e rc e p tio n s held f o r th e v o c a t i o n a l - a g r i c u l t u r e teacher. 6 Tsacher.....Ciiarftc te r ls t 1.e s Ho 2 : T h e r e 1s no d i f f e r e n c e 1n t h e r o l e p e r c e p t i o n s h e l d b e t w e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l h o r t i c u l t u r e t e a c h e r s b a s e d on sex. Ho 3 : T h e r e 1s no d i f f e r e n c e 1n t h e r o l e p e r c e p t i o n s h e l d b e t w e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l h o r t i c u l t u r e t e a c h e r s b a s e d on a ge . Ho 4 : T h e r e 1s no d i f f e r e n c e 1n t h e r o l e p e r c e p t i o n s h e l d b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n a g r i c u l t u r e t e a c h e r s b a s e d on d e g r e e e a r n e d . Ho 5 : T h e r e 1s no d i f f e r e n c e 1n t h e r o l e p e rc e p tio n s held b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n a g r i c u l t u r e t e a c h e r s b a s e d on y e a r s o f t e a c h i n g e x p e r i ­ ence. School C h a r a c t e r i s t i c s Ho 9 : Ho 6: T h e r e 1s no d i f f e r e n c e 1n t h e r o l e p e r c e p t i o n s h e l d b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n a g r i c u l t u r e t e a c h e r s b a s e d on s t u d e n t e n r o l l m e n t . Ho 7 : T h e r e 1s no d i f f e r e n c e 1n t h e r o l e p e r c e p t i o n s h e l d b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n a g r i c u l t u r e t e a c h e r s b a s e d on t y p e s c h o o l . Ho 8 : T h e r e 1s no d i f f e r e n c e 1n t h e r o l e p e rc e p tio n s held b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n a g r i c u l t u r e t e a c h e r s b a s e d on s c h o o l c o m m u n it y c l a s s i f i ­ cation. T h e r e 1s no d i f f e r e n c e b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c tio n - a g r ic u ltu r e te a c h e rs concerning th e ex ecu tio n of r o le a c t i v i t i e s fo r th e p o sitio n of th e vocational a g r ic u ltu r e teacher. Teacher C h a r a c te ris tic s Ho 10: T h e r e 1s no d i f f e r e n c e 1n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e tw e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on s e x . Ho 11: T h e r e 1s no d i f f e r e n c e 1n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on a g e . 7 Ho 12: T h e r e 1s no d i f f e r e n c e In t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on d e g r e e e a r n e d . Ho 13: T h e r e 1s no d i f f e r e n c e 1n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on y e a r s o f teaching experience. School C h a r a c t e r i s t i c s Ho 17: Ho 14: T h e r e 1s no d i f f e r e n c e 1n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s b a s e d on s t u d e n t enrollm ent. Ho 15: T h e r e 1s no d i f f e r e n c e 1n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s b a s e d on t y p e s c h o o l . Ho 16: T h e r e 1s no d i f f e r e n c e 1n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s b a s e d on s c h o o l commu­ n ity classification. T h e r e 1s no d i f f e r e n c e b e tw e en o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c ti o n - a g r i c u lt u r e te a c h e rs concerning t h e tim e a llo c a te d t o e a ch pr og ram a r e a . Teacher C h a r a c t e r i s ti c s Ho 18: T h e r e 1s no d i f f e r e n c e 1n t h e t i m e a l l o c a t e d t o each p r o g ra m a r e a b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on sex. Ho 19: T h e r e 1s no d i f f e r e n c e 1n t h e t i m e a l l o c a t e d t o e a ch p r o g ra m a r e a b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on a g e . Ho 2 0 : T h e r e 1s no d i f f e r e n c e 1n t h e t i m e a l l o c a t e d t o each p r o g ra m a r e a b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on d e g r e e e a r n e d . Ho 2 1 : T h e r e 1s no d i f f e r e n c e 1n t h e t i m e a l l o c a t e d t o e a c h p r o g ra m a r e a b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on y e a r s o f teaching experience. 8 School C h a r a c t e r i s t i c s Ho 2 5 : Ho 2 2 : T h e r e 1s no d i f f e r e n c e 1n t h e t i m e a l l o c a t e d t o each pr og ra m a r e a b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on s t u d e n t enrollm ent. Ho 2 3 : T h e r e 1s no d i f f e r e n c e 1n t h e t i m e a l l o c a t e d t o e ach pr og ra m a r e a b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on t y p e s c h o o l . Ho 2 4 : T h e r e 1s no d i f f e r e n c e 1n t h e t i m e a l l o c a t e d t o e a c h pr og ra m a r e a b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on s c h o o l community c l a s s i f i c a t i o n . T h e r e 1s no d i f f e r e n c e b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u lt u r e te a c h e r s concerning t h e Importance they a t t a c h t o each pr ogram a r e a . Im portance o f t h e Study This study w ill provide useful makin g c o n c e r n i n g a g r i c u l t u r a l tea c h e rs of a g ric u ltu re , i n f o r m a t i o n f o r (1) d e c i s i o n p r o g r a m m i n g , (2) c a r e e r p r e p a r a t i o n f o r and (3) c u r r i c u l u m I m p l i c a t i o n s f o r t e a c h e r - e d u c a t l o n p r o g ra m s . T oda y's a g r l c u l t u r a l - e d u c a t l o n p r o g r a m s h a v e t o c o m p e t e w i t h o th er educational agricultural programs f o r funding. Often a d m i n i s t r a t o r s put programs a t a lo w er p r i o r i t y . I t appears t h a t decision m a k e r s h a v e n e i t h e r g e n e r a l n o r s p e c i f i c k n o w l e d g e and p e r c e p t i o n s o f the professional ro le or r e s p o n s i b i l i t i e s of e it h e r th e production- a g ric u ltu re or the o rn am en ta l-h o rtic u ltu re teacher. T h e r e h a s been g r e a t f l u c t u a t i o n 1n t h e number o f s c h o o l s y s t e m s o f f e r i n g b o t h t y p e s of a g ric u ltu ra l p r o g ra m s . Current Inform ation In d ic a te s t h a t the number o f pr og ra m s 1s d e c r e a s i n g . 9 I n a s t u d y c o n d u c t e d 1n 1980-81* Meaders f o u n d t h e f o l l o w i n g : 1. I n t h e s c h o o l y e a r 1973-74* g r a m s 1n p r o d u c t i o n a g r i c u l t u r e , 1n o r n a m e n t a l 2. and 60 I n s t i t u t i o n s o f f e r e d p r o g r a m s agriculture. In 1980-81, agriculture, 149 I n s t i t u t i o n s o f f e r e d p r o ­ 143 I n s t i t u t i o n s o f f e r e d p r o g r a m s 1n p r o d u c t i o n w h e r e a s 33 I n s t i t u t i o n s o f f e r e d p r o g r a m s 1n o r n a m e n t a l h o rtlcu ltu re.^ In an I n t e r v i e w v iso r of a g ric u ltu ra l 1n f a l l 1983, R i c h a r d K a r e l s e , t h e s t a t e s u p e r ­ e d u c a t i o n 1n M i c h i g a n , I d e n t i f i e d 134 p r o d u c t i o n - a g r i c u l t u r e p r o g r a m s and 37 o r n a m e n t a l - h o r t i c u l t u r e p r o g r a m s f o r t h e 1983-84 s c h o o l year. This study w ill s e rv e as a v a lu a b le reso u rc e f o r th o se p re p a r­ i n g t o become t e a c h e r s o f a g r i c u l t u r e . o f a g r i c u l t u r e 1s v a r i e d , Because t h e r o l e o f t h e t e a c h e r t h i s I n v e s tig a tio n w i l l provide s tu d e n ts w ith I n f o r m a t i o n t h a t w i l l h e l p t he m t o p l a n t h e e x p e r i e n c e s t h a t w i l l e n a b l e them t o be c o m p e t e n t t e a c h e r s . On t h e o t h e r ha nd , t h i s I n v e s t i g a t i o n w i l l p r o v i d e some s t u d e n t s w i t h I n f o r m a t i o n t h a t may a i d them 1n d e c i d i n g t h a t a g r i c u l t u r a l e d u c a t i o n 1s n o t t h e c a r e e r t h e y want. T e a c h e r e d u c a t i o n 1s an I m p o r t a n t e l e m e n t o f t h e a g r i c u l t u r a l p ro gr a m . T e a c h e r e d u c a t o r s h a v e t h e i r p e r c e p t i o n s and e x p e c t a t i o n s o f th e r o le of th e tea c h e r of a g ric u ltu re . U s u a l l y , t h e y t r y t o communi­ c a t e t h e s e r o l e e x p e c t a t i o n s t o t h e s t u d e n t s by way o f f o r m a l c l a s s e s 10. D. M e ad e r s , " R e i m b u r s e d V o c a t i o n a l A g r i b u s i n e s s and N a t u r a l R e s o u r c e s P r og ra m 1n M i c h i g a n " ( E a s t L a n s i n g : D e p a r t m e n t o f A g r i c u l ­ t u r e and E x t e n s i o n E d u c a t i o n , M i c h i g a n S t a t e U n i v e r s i t y , 1982), p. 2. 10 and I n f o r m a l e x p e r i e n c e s and c o u n s e l i n g . This study w ill provide t e a c h e r e d u c a t o r s w ith v a l u a b l e In fo r m a tio n f o r e v a l u a t i n g programs. This ty p e of I n fo rm a tio n w ill curriculum local a ls o have I m p o r ta n t I m p l i c a t i o n s f o r d e v e l o p m e n t and 1 n s e r v 1 c e e d u c a t i o n f o r t e a c h e r s 1n t h e programs. ■ D e f i n i t i o n o f Terms The f o l l o w i n g t e r m s and t h e i r d e f i n i t i o n s a r e p e r t i n e n t t o t h i s study. A ctor: An I n d i v i d u a l who c a r r i e s o u t t h e r o l e s d e s i g n a t e d t>y an I n s t i t u t i o n . Expectancy: The n o r m a t i v e o r minimum b e h a v i o r s t a n d a r d a c c e p t e d by an I n s t i t u t i o n . In stitu tio n : Th e d i f f e r e n t s u b u n i t s t h a t make s o c i e t y and t h a t c o n s i s t o f c e r t a i n r o l e s a nd e x p e c t a t i o n s t h a t f u l f i l l t h e g o a l s and o b je c tiv e s of th e system .1 O rganization: P a r t o f an 1 n s t 1 t u t 1 o n / s o c 1 a l system f o r t h e purpose of achieving s p e c i f i c goals. O rnam ental-horticulture teach er: level who t e a c h e s s t u d e n t s how t o p r o p a g a t e # m a i n t a i n # buy# and s e l l ornam ental p l a n t s f o r c a r e e r purposes. stu d e n ts with leadership# vised A te a c h e r a t th e secondary occupational T h i s t e a c h e r w ou ld a l s o p r o v i d e p e r s o n a l - d e v e l o p m e n t a c t i v i t i e s # a nd s u p e r ­ experiences. ^ J . W. G e t z e l s a n d E. G. Guba# " S o d a ! B e h a v i o r a n d t h e A d m i n i s t r a t i v e P r o c e s s # 11 School Reviews 65 ( W i n t e r 1 9 5 7 ) : 4 2 4 - 3 0 . 11 Product1on-agr1culture te a c h e r: A t e a c h e r a t t h e secondary l e v e l who t e a c h e s s t u d e n t s how t o p r o d u c e , m a i n t a i n , buy, and s e l l ag ricultural p ro d u cts f o r c a r e e r purposes. T h i s t e a c h e r would a l s o p r o v i d e s t u d e n t s w i t h l e a d e r s h i p , p e r s o n a l - d e v e l o p m e n t a c t i v i t i e s , and su p erv ised occupational experiences. Reg u l a r c l a s s r o o m t e a c h e r ; Nonvocatlonal t e a c h e r b a s i c a l l y concerned with c o re c u rricu lu m c o u rs e s . Role; A l l t h o s e b e h a v i o r s t h a t a r e d e s i g n a t e d by a s p e c i f i c I n s t i t u t i o n t h a t will enable the I n s t i tu t io n to a t t a i n Role c o n f l i c t : "Mutual r e a c t i o n s 1n t h e s o d a ! In te rfe re n c e of p a rts, I t s goals. actions, and system ."^ Role c o n s e n s u s : R o l e b e h a v i o r t h a t h a s m u tu a l a g r e e m e n t among two p e r s o n s o r more. R esponsibility: The l e g a l b a s i s f o r r e q u i r i n g an I n d i v i d u a l to c a r r y o u t c e r t a i n d u t i e s 1n c o n j u n c t i o n w i t h h i s / h e r j o b . Role p e r c e p t i o n : Those b e h a v io rs t h a t t h e a c t o r view s as n e c e s s a r y t o a c h i e v e p e r s o n a l and I n s t i t u t i o n a l goals. Limitations, of. thft-Smriy 1. T h i s s t u d y was c o n c e r n e d w i t h p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s 1n M i c h i g a n . 1I b 1 d . , p. 4 2 5 . 2 J a c o b W. Getz e l s , J a m e s M. U p h a m , and R ona ld F. C a m p b e l l , Educational A d m in istra tio n as a S o d a ! P ro cess: Theory, Research, P r a c t i c e (New York : H a r p e r Row, 1 9 6 8 ) , p. 108. & 12 2. The s t u d y was c o n c e r n e d w i t h t h e p r o f e s s i o n a l r o le s of these teachers. 3. The s t u d y was l i m i t e d t o t h e r o l e p e r c e p t i o n s o f p r a c t i ­ t i o n e r s and t o t h o s e a c t i v i t i e s a p p e a r i n g on t h e I n s t r u m e n t . 4. This study did n o t a d d re ss s p e d a l - n e e d s s tu d e n ts . 5. The b a s i c f o c u s o f t h i s s t u d y was on t h e r e g u l a r a c a d e m i c year. D is s e r ta tio n Organization C h ap ter I d e a l t w ith t h e s t a t e m e n t of t h e problem , objectives/hypotheses, s ig n i f ic a n c e of th e study, research d e f i n i ti o n s of term s, and l i m i t a t i o n s o f t h e s t u d y . Chapter I I p r e s e n t s a review of t h e l i t e r a t u r e . r e v i e w 1s d i v i d e d I n t o t h r e e p a r t s : r e g u l a r classroom te a c h e r , (1) r o l e t h e o r y , The l i t e r a t u r e (2) r o l e o f t h e and (3) s t u d i e s r e l a t e d t o t h e p r o b l e m u n d e r Investigation. C h a p t e r I I I d i s c u s s e s t h e m e t h o d s and p r o c e d u r e s us ed f o r p l a n n i n g and c o n d u c t i n g t h e s t u d y , I.e., population, In stru m e n t development, s e c u r in g re s p o n s e s , sample s e l e c t i o n , and a n a l y s i s o f d a t a . C h a p t e r IV p r e s e n t s t h e f i n d i n g s o f t h e s t u d y . relevant s t a t i s t i c s , d e s c r i p t i v e and I n f e r e n t i a l , It provides used f o r h y p o th eses testing. C h a p t e r V p r e s e n t s and d i s c u s s e s t h e summary, c o n c l u s i o n s , and r e c o m m e n d a ti o n s . CHAPTER I I REVIEW OF THE LITERATURE The r e v i e w o f t h e l i t e r a t u r e i s d i v i d e d i n t o t h r e e p a r t s : (1) s t u d i e s o f r o l e t h e o r y , (2) s t u d i e s r e l a t e d t o t h e r o l e o f t h e reg u la r classroom te a c h e r, and (3) s t u d i e s t h a t a d d r e s s t h e p r o b le m under i n v e s t ig a t io n . conducted. A manual s e a r c h and an e l e c t r o n i c s e a r c h w e r e The s o u r c e s o f i n f o r m a t i o n I n c l u d e d b o o k s , research rep o rts, interview s, journals, and o t h e r r e l e v a n t m a t e r i a l s . t r o n i c d a t a b a s e s i n c l u d e d ERIC and D i s s e r t a t i o n A b s t r a c t s . The e l e c ­ The manual s e a r c h i n c l u d e d R e s o u r c e s i n E d u c a t i o n , E d u c a t i o n I n d e x , and o t h e r r e l e v a n t sources. T h i s s t u d y I n v o l v e d an a n a l y s i s o f t h e r o l e o f t h e v o c a t i o n a l a g r i c u l t u r e t e a c h e r in M ichigan. t h i s study, it is essen tial To d e v e l o p a f r a m e o f r e f e r e n c e f o r t h a t t h e o r i e s r e l a t i v e t o " r o l e ” be discussed. R o l e Theory W eb ster's C o l l e g i a te D ic tio n a ry d e fin e s "th e o ry " as t h e a n a l y s i s o f a s e t o f f a c t s in t h e i r r e l a t i o n t o one a n o th e r . . . t h e g e n e r a l o r a b s t r a c t p r i n c i p l e s o f a body o f f a c t s , a 13 14 s c i e n c e * o r an a r t . . . a p lau sib le or s c ie n t if ic a ll y acceptable g e n e r a l p r i n c i p l e o r body o f p r i n c i p l e s o f f e r e d t o e x p l a i n phe­ nomena. 1 The P o c k e t Oxford d e f i n e s " t h e o r y " a s : [ a ] s u p p o s i t i o n o r s y s t e m o f i d e a s e x p l a i n i n g s o m e t h i n g , e s p . one b a s e d on g e n e r a l p r i n c i p l e s i n d e p e n d e n t o f p a r t i c u l a r t h i n g s t o be e x p la in e d . . . sp h e re of a b s t r a c t knowledge o r s p e c u l a t i v e th o u g h t . . . e x p o s itio n of p r in c i p le s of a s c ie n c e e tc .^ R o le t h e o r y i n t h i s c o n t e x t w i l l vocational be u s e d t o d i s c u s s t h e r o l e o f t h e a g ric u ltu re teacher. I t is essential t o u n d e r s t a n d t h a t t h e b e h a v i o r o f an i n d i ­ v i d u a l c a n n o t be s t u d i e d i n a vacuum. Individual behavior i s b e t t e r u n d e r s t o o d when 1 t i s s t u d i e d i n t h e c o n t e x t o f I t s r e l a t i o n s h i p and i n t e r a c t i o n w i t h g r o u p s and t h e e n v i r o n m e n t . Guba and G e t z e l s s u g g e s t e d t h a t t h e i n d i v i d u a l social s y s t e m made o f i n s t i t u t i o n s (i.e., governing, designed t o c a rr y out s p e c i f i c f u n c tio n s in s o c ie ty .^ f u n c tio n s in a educating, etc.) They i n d i c a t e d t h a t " r o l e " i s t h e m o s t i m p o r t a n t s u b u n i t o f t h e i n s t i t u t i o n and i s d e f i n e d by r o l e e x p e c t a t i o n . Guba and G e t z e l s p r o p o s e d t h a t I n d i v i d u a l b e h a v i o r i s d e r i v e d f ro m t h e i n t e r a c t i o n w i t h t h e e n v i r o n m e n t w hi c h i s ^W e b s t e r ’ s N i n t h New C o l l e g i a t e D i c t i o n a r y , C o l l e g e E d i t i o n ( S p r i n g f i e l d , M a s s . : M e r r i a m - W e b s t e r , I n c . , 1 9 8 4 ) , p. 1223. n d h e P o c k e t O x f o r d , New E d i t i o n (O x f o rd : 1 9 8 4 ) , p. 7 8 0 . Clarendon P re ss , J . W. G e t z e l s a n d E. G. G u b a , " S o d a ! B e h a v i o r a n d t h e A d m i n i s t r a t i v e P r o c e s s , " School Review 65 ( W i n t e r 1 9 5 7 ) : 4 2 9 . 15 composed o f t h e n o m o t h e t i c and i d i o g r a p h i c d i m e n s i o n s o f s o c i a l ior. The p r o p o s e d model h a s an u p p e r and a l o w e r a x i s . rep resen ts th e external the in s titu tio n , role, personality, The u p p e r a x i s f o r c e s a c t i n g on t h e i n d i v i d u a l * wh ic h I n c l u d e s and r o l e e x p e c t a t i o n . th e in te rn a l com position of th e in d iv id u a l, vidual, behav­ and needs The l o w e r a x i s r e p r e s e n t s w h ic h i n c l u d e s t h e i n d i ­ dispositions. (See F i g u r e 1.) Nomothetic Institu tio n Role N fa * Soci a l ^ System -> R o l e E x p e c t a t i o n ♦ Individual P erso n ality —^ O b s e r v ed Behavior Needs D i s p o s i t i o n Idiographic F i g u r e 1 . — N o m o t h e t i c and i d i o g r a p h i c d i m e n s i o n s o f s o c i a l b e h a v i o r . (From J . W. G e t z e l s and E. G. Guba, " S o c i a l B e h a v i o r and t h e A d m i n i s t r a t i v e P r o c e s s , " School Review 65 ( W i n t e r 1 9 5 7 ) : 4 29 . P a r s o n s and S h i l s in d ic a te d t h a t th e "in d iv id u al" a c to r is not t h e most im p o r ta n t c o n c re te u n i t in a s o c ia l system b u t t h a t t h e r o l e i t s e l f 1s t h e m o s t I m p o r t a n t u n i t 1n t h e s o d a ! system J They p o i n t e d o u t t h a t t h e p r i m a r y I n g r e d i e n t o f r o l e i s r o l e e x p e c t a t i o n and t h a t t h e r o l e o f o ne I n d i v i d u a l 1s c o n n e c t e d t o and I n t e r d e p e n d e n t o f t h e r o l e s o f o t h e r s who a r e a p a r t o f t h e g r o u p w i t h w h i c h h e / s h e i s associated. The s o c i a l s y s t e m i t s e l f h as a b u i l t - i n mechanism ^ T a l c o t t P a r s o n s and Edward S h i l s , e d s . , Toward a G e n e r a l T he or y o f A c t i o n ( C a m b r i d g e , Mass.: H a r v a r d U n i v e r s i t y P r e s s , 1962), pp. 1 9 0 - 1 9 6 . 16 t o promote c o n fo rm ity f o r n o rm ativ e r o le s . T h i s i s e x p r e s s e d by s a n c ­ t i o n s i n t h e sy ste m # c a l l e d r e w a r d s and p u n i s h m e n t s . conform ity t o a p a r t i c u l a r r o le w ill tio n alizatio n and i n d i v i d u a l The e x t e n t o f depend on t h e d e g r e e o f i n s t i t u ­ in ternalization. R o l e s 1n s o c i e t y v a r y i n th is respect. R o l e i s b a s i c a l l y d e f i n e d i n t e r m s o f r o l e e x p e c t a t i o n and t h e i n t e r r e l a t i o n s h i p of o th e r ro le s . R o l e s a r e c o m p l e m e n t a r y and r e c i p r o ­ c a l t o e a ch o t h e r when e x a m i n e d i n t e r m s o f t h e g o a l s and o b j e c t i v e s o f a particular gr ou p. Katz and Kahn d i v i d e d t h e s e r o l e s i n t o s u b s y s t e m s c a l l e d organizations. Each o r g a n i z a t i o n i s a s u b s y s t e m o f t h e s o c i a l and h a s s p e c i f i c f u n c t i o n s and g o a l s . These f u n c t i o n s th e n d e f i n e t h e r o l e o f e a c h i n d i v i d u a l who i s a member. criteria Katz and Kahn p r o p o s e d t h r e e t h a t account fo r th e o rg an iz atio n 's e x iste n ce : pendence w ith r e s p e c t t o t a s k accomplishment# values# system "(1) i n t e r d e ­ (2) s h a r e d norms and and (3) r u l e e n f o r c e m e n t . W h e n any o f t h e s e c r i t e r i a a r e i n c o n f l i c t w ith t h e needs d i s p o s i t i o n of t h e in d iv id u al# r o l e c o n f l i c t i s encountered. conflict. O r g a n iz a tio n s u s u a l l y e n c o u n te r a c e r t a i n amount of r o l e Usually t h i s i s c a u s e d by c o n f l i c t i n g v a l u e s # n a li z e d as being c o n tr a ry t o in d iv id u al roles in te r ­ needs or r o l e m i s i n t e r p r e t a t i o n . T h i s h a s i t s g r e a t e s t e f f e c t on t h e o r g a n i z a t i o n i f i t p r o h i b i t s achievem ent of o rg a n iz a tio n a l 1I b i d . » p. 7 6 . goals. 17 M e rt o n c l a i m e d t h a t i n d i v i d u a l s h a v e m u l t i p l e r o l e s in g r o u p s and o r g a n i z a t i o n s and t h a t I n d i v i d u a l s o r g a n i z e t h e i r b e h a v i o r a r o u n d th ese roles. He a l s o i n d i c a t e d t h a t t h e c u l t u r e i n wh ic h t h e i n d i ­ vidual e x i s t s tends to define, control, and r e g u l a t e a c c e p t a b l e behavior.^ M ert on d i s c u s s e d ,,r o l e " i n t h e c o n t e x t o f t h e w or ld o f work. The a s s i g n m e n t o f r o l e s o c c u r s on t h e b a s i s o f t e c h n i c a l q u a l i f i c a ­ t i o n s wh ic h a r e a s c e r t a i n e d t h r o u g h f o r m a l i z e d , i m p e r s o n a l p r o c e ­ d u r e s (e . g . , e x a m i n a t i o n s ) . W ithin t h e s t r u c t u r e o f h i e r a r c h i c a l l y a r r a n g e d a u t h o r i t y , t h e a c t i v i t i e s o f " t r a i n e d and s a l a r i e d e x p e r t s " a r e g o v e r n e d by g e n e r a l a b s t r a c t , c l e a r l y d e f i n e d r u l e s whi ch p r e c l u d e t h e n e c e s s i t y f o r t h e i s s u a n c e o f s p e c i f i c i n s t r u c ­ t i o n s f o r each s p e c i f i c case. The g e n e r a l i t y o f t h e r u l e s r e q u i r e s t h e c o n s t a n t u s e o f c a t e g o r i z a t i o n , wher eb y i n d i v i d u a l p r o b l e m s and c a s e s a r e c l a s s i f i e d on t h e b a s i s o f d e s i g n a t e d c r i t e r i a and a r e t r e a t e d accordingly.^ M e rt o n a l s o d i s c u s s e d some key p o i n t s a s s o c i a t e d w i t h t h e "needs d is p o s i ti o n " of th e in d iv id u a l. He e m p h a s i z e d t h a t i t 1s i m p o r ­ t a n t t h a t t h e o r g a n i z a t i o n m e e t t h e n e e d s and g o a l s o f t h e I n d i v i d u a l if organizational g o a l s a r e t o be a c h i e v e d . The f u n c t i o n o f s e c u r i t y o f t e n u r e , p e n s i o n s , I n c r e m e n t a l s a l a r i e s and r e g u l a r i z e d p r o c e d u r e s f o r p r o m o t i o n i s t o e n s u r e t h e d e v o t e d perform ance of o f f i c i a l d u tie s w ith o u t regard f o r extraneous p re s ­ sures. The c h i e f m e r i t o f b u r e a u c r a c y i s I t s t e c h n i c a l e f f i c i e n c y , w i t h a premium p l a c e d on p r e c i s i o n , s p e e d , e x p e r t c o n t r o l , c o n t i ­ n u i t y , d i s c r e t i o n , and o p t i o n a l r e t u r n s on i n p u t s . The s t r u c t u r e 1s one w h ic h a p p r o a c h e s t h e c o m p l e t e e l i m i n a t i o n o f p e r s o n a l i z e d r e l a t i o n s h i p s and n o n r a t i o n a l c o n s i d e r a t i o n s ( h o s t i l i t y , a n x i e t y , a f f e c tu a l involvem ent, e tc .) 3 York: ^ R o b e r t L. M e rt o n , S o c i a l T h e o r y and S o c i a l S t r u c t u r e (New The F r e e P r e s s , 1 9 6 8 ) , pp . 110 , 126. 2Ibid., 3 Ibid. p. 152. 18 Merton p r o p o s e d t h a t " r o l e " 1n I t s p u r e s t s e n s e 1s d e v o i d o f p e r s o n ­ al I t y . The p r e c e d i n g t h e o r i e s b a s i c a l l y d i s c u s s e d norm d e v e l o p m e n t by the "social the social system" (group, organizations, and I n s t i t u t i o n s c o m p r i s i n g s y s t e m ) and r o l e c o n f o r m i t y / e x p e c t a t i o n o f t h e i n d i v i d u a l . I t i s o b v i o u s t h a t r o l e c o n f o r m i t y ha s means and e x t r e m e s . B asically, s o c ie ty i s not concerned w ith extrem e con fo rm ity but with extrem e nonconform ity. D a v i s i n d i c a t e d t h a t a c e r t a i n a m ou nt o f n o n c o n f o r m i t y i s n o t o n l y good b u t n e c e s s a r y . He s t a t e d : Norms h a v e e v o l v e d t h r o u g h m i l e n n i a o f i m p e r f e c t o b e d i e n c e and co n seq u e n tly a re so ad ap ted as t o com pensate f o r t h e tendency toward nonconform ity. A s o c i e t y i n whic h e v e r y o n e s u d d e n l y c o n f o r m e d s t r i c t l y t o t h e nor ms would n o t o n l y be u t t e r l y s t a t i c and i n c a p a b l e o f a d j u s t i n g I t s e l f t o c h a n g i n g c i r c u m s t a n c e s , b u t i t would make i m p o s s i b l e demands on t h e i n d i v i d u a l s c o m p o s i n g i t . The n or m s a r e f o r m u l a t e d i n s u c h a way a s t o g i v e a c e r t a i n s t r e s s o r p u l l t h a t would c r e a t e I n c o m p a t i b i l i t i e s and d i s t o r t i o n s i f c a r r i e d o u t t o t h e l e t t e r . . . . C e r t a i n d i s t o r t i o n s m u s t be p r e s e n t i n t h e n o r m a t i v e s y s t e m in o r d e r t o a c h i e v e f u n c t i o n a l l y a d e q u a t e b e h a v i o r from t h e members. A c e r t a i n l e v e l o f n o n c o n f o r m i t y i s e x p e c t e d by o r g a n i z a t i o n s and a c c e p t e d t o t h e p o i n t t h a t i t do es n o t p r e v e n t t h e o r g a n i z a t i o n from a c h i e v i n g i t s g o a l s and o b j e c t i v e s . c o n f l i c t i s experienced. c o n f l i c t as "mutual the social system ."2 G etzels, When t h i s o c c u r s , role Lipham, and Cam pbe ll d e f i n e d r o l e in te r f e r e n c e of p a rts, actions, and r e a c t i o n s i n They p r o p o s e d f i v e s o u r c e s o f r o l e c o n f l i c t : ^Kingsley Davis, Human S o c i e t y (New York: Macmillan, 1949), 24 6. ^ J a c o b W. G e t z e l s , J a m e s M. Lipham, and R on a ld F. C a m p b e l l , Educational A d m in istra tio n as a Social P rocess: Theory, Research, P r a c t i c e (New York: H a r p e r Row, P u b l i s h e r s , 1 9 6 8 ) , p. 108. & p. 19 1. 2. 3. 4. 5. conflict conflict conflict conflict conflict b e tw een b e tw een b e tw e en derived in t h e c u l t u r a l v a l u e s and I n s t i t u t i o n a l e x p e c t a t i o n s r o l e e x p e c t a t i o n and p e r s o n a l i t y d i s p o s i t i o n r o l e s and w i t h i n r o l e s from p e r s o n a l i t y d i s o r d e r s p e rc e p tio n of ro le expectation^ G e t z e l s e t a l . d i s c u s s e d w h a t t h e y c a l l e d '' m ec h a n i sm s o f Integration." M e ch a ni sm s o f i n t e g r a t i o n I n v o l v e an i n d i v i d u a l adapting t o t h e r o l e s e t i n t e r m s o f h i s / h e r p e r f o r m a n c e s and a t t h e same t i m e the individual i s a c h ie v in g h i s / h e r needs d i s p o s i t i o n (actualization). B a t e s and Harvey d i s c u s s e d r o l e c o n f l i c t i n t h e c o n t e x t o f r o l e e x p e c t a t i o n s t h a t a r e i n c o n s i s t e n t o r in c o n f l i c t w i t h p e r s o n a l n e e d s and v a l u e s . They e x p l a i n e d r o l e c o n f l i c t a s an i n t e r n a l stress- e l i m i n a t i o n p r o c e s s w h e r e t h e i n d i v i d u a l s e e k s t o f i n d ways t o e l i m i ­ n a t e t h e s t r e s s f a c t o r by d e v e l o p i n g o r c r e a t i n g h i s / h e r p e r s o n a l norms n o t s h a r e d by a nyo ne e l s e . 3 B a t e s and Harvey p r o j e c t e d t h e i n d i v i d u a l a s on e e x p e r i e n c i n g i n t e r n a l d i s a r r a y as a r e s u l t of environm ental or external forces. The i n d i v i d u a l s e e k s r e l i e f from t h e s i t u a t i o n and a t t e m p t s t o e s c a p e by c r e a t i n g h i s / h e r own norms. Lew i n s t a t e d t h a t t h e l e v e l o f s o c i a l t e n s i o n o f a gr oup i s one o f t h e m o s t i n f l u e n t i a l f a c t o r s t h a t d e t e r m i n e gr ou p c o n f l i c t o r em otional i n s t a b i l i t y o f t h e g r o u p and i t s members. Lew i n p o i n t e d t o f o u r c o n d i t i o n s t h a t n u r t u r e t h e p o s s i b i l i t y o f c o n f l i c t be tw e e n members o f a g r o u p : 1 I b i d . , pp. 2Ib id ., 110-19. p. 111. ^ F r e d e r i c k L. B a t e s and C l y d e C. Harvey* The S t r u c t u r e o f t h e S o c i a l Syst em (New York: G a r d n e r P r e s s , I n c . , 1 9 7 5 ) , p. 2 1 7 . 20 1. needs d i s p o s i t i o n of t h e in d iv id u a l 2. space a v a i l a b i l i t y 3. barriers; and fr e e d o m o f movement t e n s i o n s c a u se one in d iv i d u a l t o want t o le a v e th e s i t u a t i o n — when t h i s 4. i s n o t p o s s i b l e # t e n s i o n s become h i g h e r t h e e x t e n t t o w hi ch t h e g o a l s o f t h e members c o n t r a d i c t e ach o t h e r ^ Lewin a l s o d i s c u s s e d t h e v a r i e t y o f s o c i a l s e t s t o wh ic h an i n d i v i d u a l may b e lo n g . zation He s t a t e d t h a t m e m b e r s h i p i n a gr ou p o r o r g a n i ­ r e q u i r e s an i n d i v i d u a l t o g i v e up a c e r t a i n am o u n t o f f r e e d o m . Lewin f u r t h e r s t a t e d t h a t t h e g r o u p s h o u l d e s t a b l i s h t h e ba la n c e between t h e i n d i v i d u a l and t h e g r o u p .2 what b a s i s w i l l be This i s a very i m p o r t a n t p o i n t — t h a t t h e gr o u p a n d i t s members u n d e r s t a n d w h e r e g r o u p nee ds and i n d i v i d u a l needs c o n f l i c t . Maslow c l a i m e d t h a t t h e n e e d s o f t h e I n d i v i d u a l a r e a v e r y s t r o n g and i n f l u e n t i a l theory f o rc e m o tiv a tin g behavior of In d iv id u a ls. i s c a l l e d t h e " h i e r a r c h y o f n e e ds ." 3 th e individual i n t o two c a t e g o r i e s # M asl ow's t h e o r e t i c a l His Maslow d i v i d e d t h e n e e d s o f p h y s i o l o g i c a l and p s y c h o l o g i c a l . model t a k e s on a p y r a m i d a l shape. (S e e F i g u r e 2.) He m a i n t a i n e d t h a t n e e d s a r e p r i o r i t i z e d and t h a t n e e d s p r o g r e s s f ro m physiological to psychological. ^ K u r t Lewin, R e s o l v i n g S o c i a l C o n f l i c t (New York: B r o t h e r s P u b l i s h e r s # 1948)# pp. 8 9 - 9 0 . Harper & 2 I b i d . , p. 102. 3 Abraham H. Maslow# M o t i v a t i o n and P e r s o n a l i t y (New York: H a r p e r & B r o t h e r s # 1954)# p. 9 1 . 21 Psychological Physiological F i g u r e 2 . — Maslow's h i e r a r c h y of n e e d s. (From Abraham H. Maslow, M o t i v a t i o n and P e r s o n a l i t y (New York: Harper B r o t h e r s , 1954), p. 91. & McGregor f u r t h e r e l a b o r a t e d on M a sl o w 's t h e o r y by d e v e l o p i n g T he or y X and T he or y Y. lazy, Theo ry X c o n t e n d s t h a t p e o p l e a r e g e n e r a l l y hav e no i n i t i a t i v e , t h e o p p o s i t e o f X. creative, and need t o be t o l d w h a t t o do. T he or y Y i s T he or y Y p r o p o s e s t h a t p e o p l e h a v e i n i t i a t i v e , are and w a n t t o h a v e i n p u t r e g a r d i n g d e c i s i o n s t h a t a f f e c t t h e m J According t o G r i f f i t h , o rd er of needs, M cG reg o r' s Theo ry X r e s t s on M a sl o w 's l o w e r and T h e o ry Y r e s t s on h i s h i g h e r o r d e r o f n e e d s . of th e Individual a re a stro n g fo rc e a ff e c tin g behavior. Needs O When d i s c u s s i n g t h e r o l e o f t h e v o c a t i o n a l - a g r i c u l t u r e t e a c h e r , i t is necessary t h a t a th e o r e tic a l framework be d e v e l o p e d t o e x p l a i n D o u g l a s McGregor, The Human S i d e o f E n t e r p r i s e (New York: M c Gr aw -H Ul , 1 9 6 0 ) , pp . 4 5 - 5 0 . 2 F r a n c i s G r i f f i t h , A d m i n i s t r a t i v e T h e o ry i n E d u c a t i o n : T e x t and Readings (Midland, Mich.: P a n d e l l P u b l i s h i n g C o . , 1 9 7 9 ) , p. 7 4 . 22 s u c h phenomena a s r o l e e x p e c t a t i o n , institu tio n /o rg an izatio n , needs d i s p o s i t i o n o f t h e i n d i v i d u a l , and i n d i v i d u a l s and how t h e y r e l a t e t o groups. R o le o f t h e R e g u l a r C l a s s r o o m T e a c h e r Background of Teacher, Role The r o l e o f t h e v o c a t i o n a l - a g r i c u l t u r e t e a c h e r c a n n o t be c l a r i f i e d n o r u n d e r s t o o d when i t i s v i e w e d i n d e p e n d e n t l y o f t h e r o l e o f t h e r e g u l a r c l a s s r o o m t e a c h e r and t h e g o a l s and p u r p o s e s o f t h e g e n e r a l e d u c a tio n system. This s e c t i o n of C hapter I I id e n tif ie s the ro le of t h e r e g u l a r c l a s s r o o m t e a c h e r and b r i e f l y d i s c u s s e s t h e g e n e r a l e d u c a tio n system. The C o n s t i t u t i o n o f t h e U n i t e d S t a t e s p r o v i d e s f o r p u b l i c e d u c a t i o n by s p e c i f i c a l l y s t a t i n g t h a t e d u c a t i o n f o r t h e p u b l i c s h a l l be a s t a t e r e s p o n s i b i l i t y . d e v e l o p i n g an e d u c a t i o n a l Each s t a t e h a s t h e r e s p o n s i b i l i t y for system designed t o s e r v e t h e p u b lic . wide d i v e r s i t y of e d u c a tio n a l s y s t e m s e x i s t s i n e a ch s t a t e . s y s t e m s a r e d i f f e r e n t among t h e s t a t e s , Today a A lt h o u g h t h e r e a r e common g o a l s , pur­ p o s e s and o b j e c t i v e s . Goodlad c o n d u c t e d a s t u d y 1n t h e U n i t e d S t a t e s t o d e t e r m i n e what t h e d i f f e r e n t school d i s t r i c t s w i t h in t h e d i f f e r e n t s t a t e s wanted t o achieve. He a c c o m p l i s h e d t h i s by s t u d y i n g t h e g o a l s o f a s e l e c t e d sample of sch o o ls. •' ac ad em ic g o a l s , Goodlad i d e n t i f i e d f o u r g o a l s f o r s c h o o l s : vocational goals, social, clin ic, and c u l t u r a l goals; 23 [and] personal g o a ls .1 Under e a ch g o a l h e I d e n t i f i e d s p e c i f i c t y p e s o f o b j e c t i v e s t h a t s h o u l d be met i n o r d e r t o a c h i e v e each g o a l . H a m lin e c h o ed t h e f i n d i n g s o f Goodlad i n h i s c om m en ts a b o u t t h e purposes of p u b lic e d u c atio n : We c a n g e t c l u e s a s t o t h e p u r p o s e s p u b l i c e d u c a t i o n s h o u l d s e r v e by e x a m i n i n g t h e r e a s o n s f o r e s t a b l i s h i n g i t i n t h e U n i t e d S t a t e s . From 1820 t o 1860, when t h e g r e a t d e b a t e r e g a r d i n g t h e e s t a b l i s h ­ m e n t o f p u b l i c s c h o o l s was u n d e r way, t h e p r i n c i p a l r e a s o n s g i v e n f o r e s t a b l i s h i n g them a p p e a r t o h a v e bee n (1) t o h o l d t o g e t h e r a n a t i o n l o o s e l y bound t h a t had r e c e n t l y a t t a i n e d i t s I n d e p e n d e n c e and m i g h t l o s e i t u n l e s s m or e i n t e r n a l c o h e s i o n w e r e a t t a i n e d , (2) t o h e l p i n p r e p a r i n g a s p e c i a l k i n d o f c i t i z e n f o r a s p e c i a l k i n d o f c o u n t r y , and (3) t o a i d e v e r y A m e ri c an i n b e co mi ng a l l t h a t h e may become. The r o l e o f t h e i n d i v i d u a l t e a c h e r i s p a r t o f a l a r g e r whole, and i t i s d e f i n e d by r o l e e x p e c t a t i o n . Bidwell t h e t e a c h e r and how i t r e l a t e s t o t h e s o c i a l discussed th e ro le of s y s t e m and o t h e r r o l e s : A s c h o o l s y s t e m i s a s o c i a l s y s t e m , i . e . , an i n t e g r a t e d s y s t e m o f r o l e s o r g a n i z i n g t h e a c t i v i t i e s o f I t s members t o w a r d common g o a l s . The a d m i n i s t r a t i v e o r g a n i z a t i o n o f t h e s c h o o l i s a s u b - s y s t e m , w i t h i n t h e l a r g e r s y s t e m , i n which t h e r o l e s o f t e a c h e r and a d m i n ­ i s t r a t o r a r e i n r e l a t i o n s h i p o f s u b o r d i n a t i o n and s u p e r o r d i n a t i o n . . . . Thus t h e r o l e - e x p e c t a t i o n s o r g a n i z e t h e need d i s p o s i t i o n s o f a nu m be r o f I n d i v i d u a l s I n t o a s y s t e m a t i c w h o l e s o t h a t s o c i a l e n d s a r e m a x i m i z e d . . . . The s c h o o l a d m i n i s t r a t o r and t h e t e a c h e r s may be s e e n a s p a r t i c i p a t i n g i n a s y s t e m o f r e c i p r o c a l r o l e expectat1ons.3 T h e r e a r e many g r o u p s t h a t d e f i n e r o l e e x p e c t a t i o n s o f t h e teacher. One o f t h e mo st i n f l u e n t i a l groups i s t h e persons r e s i d i n g ^ o h n I. Goodlad, A P l a c e C a l l e d S c h o o l : P r o s p e c t f o r t h e F u t u r e (New York: McGraw-Hill Book C o . , 1 9 8 4 ) , pp. 5 0 - 5 6 . 111.: ^ H e r b e r t M. H a m li n, The P u b l i c and I t s E d u c a t i o n ( D a n v i l l e , The I n t e r s t a t e P r i n t e r s and P u b l i s h e r s , 1 9 5 5 ) , p. 9 . ^ C h a r l e s E. Bi d w e l l , "The A d m i n i s t r a t i v e R o l e and S a t i s f a c t i o n i n T e a c h i n g , " The J o u r n a l o f E d u c a t i o n a l S o c i o l o g y ( S e p t e m b e r 1955): 41. 2k in t h e c o m m u n it y i n which t h e t e a c h e r wor ks. S tile s indicated t h a t the e x p e c t a t i o n s a n d f e e l i n g s o f i n d i v i d u a l s 1n t h e co m m u n it y h a v e a t r e m e n d o u s e f f e c t on t e a c h e r b e h a v i o r s . Often tim e s , a d m i n i s t r a t o r s w i l l e v a l u a t e t e a c h e r s on t h e i r c om m un ity a p p e a l a b il it y to teach. According t o S t i l e s , r a th e r than t h e i r t e a c h e r s c o u l d r e c e i v e h ig h r a t i n g s from a d m i n i s t r a t o r s and a c t u a l l y be p o o r t e a c h e r s . ^ G e t z e l s and Guba w e r e i n a g r e e m e n t w i t h S t i l e s . They s t a t e d . •'There a r e m or e c o n s t r a i n t s and demands upon t h e t e a c h e r t h a n upon a l m o s t any o t h e r member o f t h e c o m m u n it y . " G e t z e l s and Guba c o n d u c t e d an i n - d e p t h i n v e s t i g a t i o n o f t h e r o l e o f t h e t e a c h e r . They i n d i c a t e d t h a t t h e c o m m u n it y may p l a c e r e s t r i c t i o n s on t e a c h e r s t h a t i n c l u d e t o b a c c o u s e a nd r e l i g i o u s and p o l i t i c a l affiliatio n . Role I d e n t i f i c a t i o n F o s k e tt conducted a study t o d e te rm in e t h e le v e l of r o l e c o n s e n s u s among a g r o u p o f e l e m e n t a r y s c h o o l t e a c h e r s . four ro le areas: (2) (1) r o l e s a s s o c i a t e d w i t h s t u d e n t i n t e r a c t i o n s , r o le s a s s o c ia te d w ith i n t e r a c t i o n s with c o lle a g u e s , asso ciated with He I d e n t i f i e d (3) r o l e s i n t e r a c t i o n w i t h p a r e n t s , and (4) r o l e s a s s o c i a t e d w i t h i n t e r a c t i o n s w i t h community p e r s o n s i n g e n e r a l . F o s k e t t fo u n d t h a t B i n d l e y J. S t i l e s , e d . , The T e a c h e r ' s R o l e i n A m e ri c an S o c i e t y (New York: H a r p e r B r o t h e r s , P u b l i s h e r s , 1 9 5 7 ) , p. 80. O W. G e t z e l s a n d E. G. G u b a , " T h e S t r u c t u r e o f R o l e s a n d R o l e C o n f l i c t 1n t h e T e a c h i n g S i t u a t i o n , " The J o u r n a l o f E d u c a t i o n a l S o c io lo g y (September 1955): 30. 25 t h e r e was a h i g h l e v e l o f c o n s e n s u s b e tw e e n and w i t h i n t h e g r o u p s s t u d i e d .^ C r o c k e r c o n d u c t e d a s t u d y o f s e c o n d - and f i f t h - g r a d e c l a s s r o o m s t o d e te rm in e t h e classroom b ehaviors of te a c h e rs . l e c tin g th e desired inform ation, he r e c o r d e d t h e amo un t o f t i m e t e a c h ­ e rs a llo c ate d to th e teaching task. te a c h e r behavior: instructional As a means o f c o l ­ He i d e n t i f i e d tw o c a t e g o r i e s o f and n o n i n s t r u c t i o n a l . Instructional included a ll th o s e b e haviors a s s o c ia te d with classroom te a c h in g , n oninstructional and was b a s i c a l l y c o n c e r n e d w i t h o u t - o f - c l a s s r o o m a c t i v i ­ t i e s s uc h a s s u p e r v i s o r y , ex tracurricular, p l a n n i n g , and p r e p a r a t i o n o f Crocker's study b a s ic a lly d e a lt w ith th e a c t i v i t i e s asso ­ h o m e w o rk .2 c i a t e d w i t h s c h o o l s t u d e n t s and n o t w i t h c o mm un ity and o v e r a l l s c h o o l functions. H i s i d e n t i f i c a t i o n o f t h e t e a c h i n g r o l e was c o n s i s t e n t w i t h t h a t of F o s k e t t and S t i l e s . Gre en a c k n o w l e d g e d t h r e e s e p a r a t e a c t s t h a t d e s c r i b e t h e j o b o f the teacher: (1) l o g i c a l tional Logical a c t s a r e th o s e beh av io rs t h a t d i r e c t l y acts. teaching. teaching, evaluating. acts, (2) s t r a t e g i c a c t s , and (3) in stitu ­ involve S t r a t e g i c a c ts involve th o se behaviors t h a t help f a c i l i t a t e i.e., m otivating, In stitu tio n al counseling, planning, d isciplining, and a c ts involve th o se a c t i v i t i e s not d i r e c t l y ^ John M. F o s k e t t , R o l e C o n s e n s u s : The Case o f t h e E l e m e n t a r y Sch ool T e a c h e r (Eugene, Ore.: The C e n t e r f o r t h e Advanced S t u d y o f E d u c a t i o n a l A d m i n i s t r a t i o n , 1 9 6 9 ) , pp. 1 0 - 1 5 . ^ R o b e r t K. C r o c k e r e t al.» "The Use o f C l a s s r o o m Time: A D e s c r i p t i v e A n a l y s i s " ( N e w f ou nd la nd : The I n s t i t u t e f o r E d u c a t i o n a l R e s e a r c h and D e v e l o p m e n t , M em or ial U n i v e r s i t y o f N e w fo un dl a nd , n.d.)» pp. 7 9 - 8 0 . 26 involving tea c h in g , reports, I.e., consulting and p a t r o l l i n g h a l l s. 1 parents* chaperoning, keeping Gre en c l a i m e d t h a t a l l o f t h e b e h a v i o r s o f t e a c h e r s ca n be p l a c e d i n one o f t h e s e c a t e g o r i e s . Robert H a tfie ld , U niversity, of t e a c h e r s . 1. 2. 3. 4. 5. 6. a p r o m in e n t t e a c h e r e d u c a t o r a t Michigan S t a t e d e v e l o p e d w h a t h e c a l l s t h e " G e n e r a l F u n c t i o n s and T a s k s " T he s e g e n e r a l functions are: F o r m u l a t e c u r r i c u l u m c o n t e n t and g o a l s Provide f o r e d u c a tio n a l needs of in d iv id u a l s tu d e n ts De ve lo p and o r g a n i z e i n s t r u c t i o n a l s y s t e m s Execute t h e t e a c h i n g - l e a r n i n g p ro c e s s A s s e s s and r e p o r t s t u d e n t l e a r n i n g and gr ow th G e n e r al i n s t i t u t i o n a l and p r o f e s s i o n a l r e s p o n s i b i l i t i e s ^ The l i s t o f t e a c h e r a c t i v i t i e s wi de r a n g e o f t e a c h e r a c t i v i t i e s . d e v e l o p e d by H a t f i e l d c o v e r s a B asically, t h a t o f Gre en , b u t i t i s m o re c o m p r e h e n s i v e . H a tfie ld 's l i s t is lik e One u n i q u e f e a t u r e o f H a t f i e l d 's f u n c t i o n s i s t h a t he a d d r e s s e s t h e t e a c h e r r o l e in p r o f e s ­ s i o n a l d e v e l o p m e n t / i n q u i ry and t h e t e a c h e r ' s r o l e a s a member o f t h e profession. J o h n s o n and S h e a r r o n i d e n t i f i e d s i x g e n e r i c t e a c h e r p e r f o r m a n c e areas e sse n tia l 1. 2. 3. 4. f o r good t e a c h i n g : provides d i r e c t I n s t r u c t i o n e n g a g e s i n pr ogr am p l a n n i n g i n t e r a c t s s o c i a l l y with o th e r s dem onstrates a c c e p ta b le personal c h a r a c t e r i s t i c s ^Thomas F. Green, The A c t i v i t i e s o f T e a c h i n g (New York: McGraw-Hill Book C o . , 1 9 7 1 ) , p p . 4 - 5 . O ^-Robert H a t f i e l d , " G e n e r a l F u n c t i o n s and T a s k s " ( E a s t L a n s i n g : C o l l e g e o f E d u c a t i o n , M i c h i g a n S t a t e U n i v e r s i t y , n.d.). (Mimeog rap hed .) 27 5. 6. promotes p r o f e s s io n a l e t h i c s p e r f o r m s t e c h n i c a l s k i l l s which f a c i l i t a t e p r o f e s s i o n a l performance* J o h n s o n and S h e a r r o n d i r e c t e d a t t e n t i o n t o s k i l l s and t h e i r e x e c u tio n t o perform t h e r o l e s of t h e te a c h e r. Their l i s t of generic te a c h in g perform ance is very s i m i l a r t o t h a t of Crocker; they addressed b eh av io rs a s s o c i a te d with te a c h in g s tu d e n t s . O l i v a and Henson a l s o u s e d t h e s k i 1 1 - d e v e l o p m e n t and a p p l i c a ­ t i o n approach t o i d e n t i f y t h e a c t i v i t i e s a n d /o r a r e a s t h a t th e te a c h e r s h o u l d p e r f o r m t o be c o m p e t e n t . O l i v a and Henson i n d i c a t e d t h a t , in F l o r i d a , 23 g e n e r i c c o m p e t e n c i e s n e c e s s a r y f o r good i n s t r u c t i o n i n t h e c l a s s r o o m had been i d e n t i f i e d . sified into fiv e categories: knowledge, (3) t e c h n i c a l (5) I n t e r p e r s o n a l sk ills.^ The 23 g e n e r i c c o m p e t e n c i e s w e r e c l a s ­ (1) c o m m u n i c a t i o n s k i l l s , sk ills, (2) b a s i c (4) a d m i n i s t r a t i v e s k i l l s , and Each o f t h e s e c o m p e t e n c i e s was s u b d i v i d e d i n to s p e c if ic s k i l l s t h a t id e n tif y th e behaviors t h a t a re necessary fo r good i n s t r u c t i o n . I t i s e v i d e n t t h a t t h e r o l e o f a good t e a c h e r i n c l u d e s a com­ p r e h e n s i v e l i s t o f b e h a v i o r s and a c t i v i t i e s t h a t i n v o l v e e x p e c t a t i o n s of peers, s e l f , c o m m u n i t y , and a d m i n i s t r a t o r s . S t i l e s p ro v id ed a co m p re h en siv e view of t h e r o l e of t h e teacher. He s t a t e d t h a t a c o m p r e h e n s i v e l i s t t h a t I n c l u d e s a l l the 1C. E. J o h n s o n and G. F. S h e a r r o n , " G e n e r i c T e a c h e r P e r f o r m a n c e E s s e n t i a l t o P r o f e s s i o n a l Co m pe ten ce " ( A t h e n s , Ga.: Comp eten cy Based E d u c a t i o n a l C e n t e r , C o l l e g e o f E d u c a t i o n , U n i v e r s i t y o f G e o r g i a , 1973). (Mimeographed.) O P e t e r F. O l i v a and Ke nneth Henson, "What Are E s s e n t i a l G e n e r i c T e a c h i n g C o m p e t e n c i e s ? " T he or y I n t o P r a c t i c e 19 ( S p r i n g 1 9 8 0 ) : 1 1 7 - 2 0 . 28 r o l e s o f a good t e a c h e r c a n be c a t e g o r i z e d I n t o t w o a r e a s : (1) t e a c h e r a s d i r e c t o r o f l e a r n i n g and (2) t e a c h e r a s m e d i a t o r o f t h e c u l t u r e — r e f e r r e d t o as t h e so c ia l function. The c a t e g o r y " d i r e c t o r o f l e a r n ­ ing" in c lu d e s t h e f o llo w in g r o l e s : 1. 2. 3. 4. 5. 6. teacher teacher teacher teacher teacher teacher as as as as as as a judge o f achievement a p e r s o n who knows one who k e e p s d i s c i p l i n e one who g i v e s a d v i c e , r e c e i v e s c r e a t o r o f a moral a t m o s p h e r e a member o f an i n s t i t u t i o n ' confidences The p a r e n t s and t h e c o m m u n it y w i l l d e t e r m i n e which c l a s s r o o m r o l e s a r e a c c e p t e d o r r e j e c t e d by t h e t e a c h e r . The d i f f e r e n t r o l e s l i s t e d a l l o w a t r e m e n d o u s am o u n t o f f l e x i b i l i t y a s e ach i n c u m b e n t brings d i f f e r e n t experiences t o ro le s already defined. The t e a c h e r a s m e d i a t o r o f t h e c u l t u r e c o n c e r n s t h e f o l l o w i n g ro le s of th e tea c h e r: 1. 2. 3. 4. 5. 6. 7. 8. 9. t e a c h e r as te a c h e r as t e a c h e r as te a c h e r as as rad ic al te a c h e r as teacher as te a c h e r as te a c h e r as te a c h e r as a member o f t h e m i d d l e c l a s s a model f o r t h e young an I d e a l i s t a p i o n e e r 1n t h e w o r l d o f I d e a s — t h e t e a c h e r a person of c u l t u r e a p a r t i c i p a n t 1n community a f f a i r s a s t r a n g e r 1n t h e community t h e p e r s o n 1n r o u t e a public se rv a n t2 S t i l e s p r o v i d e d a b a s i c and r e l a t i v e l y c o m p r e h e n s i v e v i e w o f th e r o le s of th e te a c h e r. His s t a t e m e n t s o f t e a c h e r r o l e s a r e very c o n s is te n t with those of H a tfie ld ; they cover th o se ro le a c t i v i t i e s B i n d l e y J. S t i l e s , e d . , The T e a c h e r R o l e i n A m e ric an S o c i e t y (New York : H a r p e r B r o t h e r s , P u b l i s h e r s , 1 9 5 7 ) , p p . 7 3 - 8 0 . 2 I b i d . , pp. 8 0 - 8 5 . 29 g e n e r a l l y a c c e p t e d by a d m i n i s t r a t o r s , p a r e n t s , c o m m u n it y , and p e e r teachers. T h i s s e c t i o n o f C h a p t e r I I c o n c l u d e s w i t h c om m e nt s by T e r r l e n on t h e o c c u p a t i o n a l r o l e o f t e a c h e r s . W h i l e t h e r o l e o f t e a c h e r s 1s f a i r l y w e l l e s t a b l i s h e d — t i e d 1n, a s 1 t 1 s , w i t h t h e i r I m p o r t a n t f u n c t i o n — 1 t 1s p a i n f u l l y c l e a r t h a t t h e i r s ta t u s , or " p o sitio n w ith r e la tio n to th e to ta l of so c ie ty ," rem ains unresolved. Because o f t h e i r Im p o r ta n t r o l e , th e y a r e t h e c a r r i e r s o f " c e r t a i n s u p e r m u n d a n e v a l u e s . " The s t a t u s o f t e a c h e r s 1s s o m e w h er e on a c o n t i n u u m . At o n e end t h e y a r e t h e c u l t u r a l s u r r o g a t e s , and a s s u c h , hav e "p ow er" 1n t h e p r i m i t i v e s e n s e o f t h e word. They o p e r a t e 1n t h e r e a l m o f t h o u g h t , w h e r e t h e y c a n n o t be c o n t r o l l e d — he n c e t h e y a r e t o be s u s p e c t e d and f e a r e d . At t h e o t h e r e nd o f t h e c o n t i n u u m t h e y a r e t h e h o u s e w i v e s o f t h e c u l t u r e — t h e o n e s c o n c e r n e d w i t h m a i n t e n a n c e and c o n t i n u i t y , and he n c e t h e conservators. They h a v e t h e r o l e o f t e n a s s i g n e d 1n p r i m i t i v e s o c i e t i e s t o o l d men, t h e aged and t h e I n f i r m — t h a t o f t r a i n e r s o f children. But m ost o f a l l , th e y a r e t h e s a n c t i o n i n g a g e n t s f o r t h e yo un g, t h e g u a r d i a n s o f m o r a l s , t h e a r b i t e r s o f c o n d u c t , and 1 t 1s 1n t h i s s t a t u s t h a t t h e y a r e re m e m b e r ed by a l l a d u l t s f r o m t h e i r own c h i l d h o o d . In t r u t h , t e a c h e r s c o n s t i t u t e a kind o f c o n s c ie n c e 1n s o c i e t y , and t h e i r s t a t u s 1s t h a t o f t h e c o n s c i e n c e — r e c o g n i z e d a s f u n d a m e n t a l l y I m p o r t a n t , b u t n e g l e c t e d a s much a s p o s s i b l e . C learly, t h e r e 1s no s i n g l e c o u r s e o f a c t i o n wh ic h w i l l a l t e r t h e o c c u p a t i o n a l r o l e o f t e a c h e r s , b u t 1 t 1s e v i d e n t fro m t h e s h o r t a g e o f p e r s o n s t o f i l l t e a c h i n g j o b s t h a t 1 t 1s n o t an a t t r a c ­ t i v e role. The g e n e r a l I m p r e s s i o n which a r i s e s from t h e r e p l i e s t o t h e e x t e n s i v e s u r v e y h e r e r e p o r t e d 1n p a r t 1s t h a t t e a c h e r s c on ­ c e i v e o f t h e m s e l v e s a s l o y a l , n o n - a g g r e s s i v e , so m e w h a t m a r t y r e d p u b l i c s e r v a n t s . They a p p e a r t o d i f f e r f ro m t h e a v e r a g e A m eri can 1n t h a t t h e y l a c k a r e a l l y p o s i t i v e c o n c e p t i o n o f s e l f . Their f u tu r e , they b e l i e v e , d e pe n d s upon t h e p u b l ic c o n s c ie n c e ,and t h e i r own a c t i o n s . T h i s 1s h a r d l y 1n k e e p i n g w i t h e i t h e r t h e i r n e e d s a s I n d iv i d u a ls , o r th e needs of s o c ie ty . Rp-le_-Id.e.n.tjJ.-1 c a t i o n o f t h e V o c a t i o n a l A g r i c u l t u r e T e a c h e r For c l a r i t y and o r g a n i z a t i o n , t h i s s e c t i o n o f t h e r e p o r t 1s d iv id e d I n to two p a r t s : (1) s t u d i e s I d e n t i f y i n g t h e r o l e o f t h e ^ F r e d e r i c W. T e r r l e n , "The O c c u p a t i o n a l R o l e s o f T e a c h e r s , " The J o u rn a l o f E d u c a tio n a l S oc io lo g y (September 1955): 20. 30 vocational a g r i c u l t u r e t e a c h e r and (2) s t u d i e s I n d i c a t i n g a r e a s o f r o l e c o n s e n s u s and s t u d i e s i n d i c a t i n g a r e a s l a c k i n g r o l e c o n s e n s u s . As a b a s i s f o r i d e n t i f y i n g t h e r o l e o f t h e v o c a t i o n a l agricul­ t u r e t e a c h e r , i t i s n e c e s s a ry t o i d e n t i f y t h e components of t h e voca­ tional a g r i c u l t u r e p r o g ra m . The M i c h i g a n A s s o c i a t i o n o f T e a c h e r s o f V o c a t i o n a l A g r i c u l t u r e h a s i d e n t i f i e d f o u r pr o g ra m a r e a s : room- l a b o r a t o r y occupational in struction, experience, (2) s t u d e n t o r g a n i z a t i o n s , and (4) a d u l t e d u c a t i o n . ^ a u t h o r and t e a c h e r e d u c a t o r i n a g r i c u l t u r e , t h r e e p r o gr a m a r e a s : tional experience, (1) I n s t r u c t i o n a l (1) c l a s s ­ (3) s u p e r v i s e d Phipps, a prominent has c o n s i s t e n t l y program, identified (2) s u p e r v i s e d o c c u p a ­ and (3) l e a d e r s h i p d e v e l o p m e n t ( s c h o o l - s p o n s o r e d o r g a n i z a t i o n s s u c h a s FFA and young f a r m e r s ) . 2 g en erally recognize th e In stru c tio n a l Teacher e d u c a to rs program, s u p e rv is e d o c c u p atio n a l e x p e r i e n c e , and so me f o rm o f l e a d e r s h i p d e v e l o p m e n t ( s c h o o l - s p o n s o r e d o rg an iz atio n ) as th e p rin c ip a l p r o g ra m . components of a v o c a tio n a l agriculture I t 1s f r o m t h e s e t h r e e a r e a s t h a t t h e r o l e o f t h e v o c a t i o n a l a g r i c u l t u r e te a c h e r i s developed. I n 1962, Drake c o n d u c t e d a s t u d y t o d e t e r m i n e t h e p e r c e p t i o n s of th e vocational a g r ic u ltu r e te a c h e r's professional role i n M ic h i g a n . He i d e n t i f i e d e i g h t r o l e a r e a s : ^M ichigan A s s o c ia t io n of T eachers of V ocational A g r i c u l t u r e , " P o s i t i o n P a p e r on V o c a t i o n a l E d u c a t i o n i n A g r i c u l t u r e " ( L a n s i n g : Mich­ i g a n A s s o c i a t i o n o f T e a c h e r s o f V o c a t i o n a l A g r i c u l t u r e , 198 3) , p. 4. 2 Lloyd J. P h i p p s , Handbook on A g r i c u l t u r a l E d u c a t i o n i n P u b l i c S c h o o l s , 4 t h ed. ( D a n v i l l e , 111.: The I n t e r s t a t e P r i n t e r s and P u b l i s h e r s , 1981), pp. 6-149. 31 1. D i r e c t i n g t h e l e a r n i n g o f hi gh s c h o o l s t u d e n t s 2. G u i d a n c e and c o u n s e l i n g 3. I m p r o v in g 4. Working a s an 5. P articip atin g 6. Working a s a member o f t h e p r o f e s s i o n th e environm ent of ru ra l educational people l e a d e r 1n t h e community 1n t h e p r o f e s s i o n a l work o f t h e s c h o o l 7. D irecting t h e pr ogr am o f a d u l t - f a r m e r e d u c a t i o n 8. D irecting t h e p r og ra m o f y o u n g - f a r m e r e d u c a t i o n ^ D ra ke I d e n t i f i e d 102 r o l e a c t i v i t i e s a s s o c i a t e d w i t h t h e e i g h t r o l e areas. Schumann c o n d u c t e d a s t u d y i n 1972 t o a s c e r t a i n 1f t h e r e w e r e conceptual v a r i a t i o n s co n cern in g th e r o le of th e te a c h e r of v o catio n al a g r i c u l t u r e a s p e r c e i v e d by v o c a t i o n a l school p rincipals. a g r i c u l t u r e t e a c h e r s and h i g h Schumann I d e n t i f i e d e i g h t r o l e a r e a s : 1. P u r p o s e s o f t h e pr ogram 2. P o l i c i e s o f t h e pro gra m 3. Adult e d u c atio n 4. FFA a c t i v i t i e s 5. Community r e l a t i o n s h i p s 6. School r e s p o n s i b i l i t i e s ^ W i l l i a m E. Drake* " P e r c e p t i o n s o f t h e V o c a t i o n a l A g r i c u l t u r e T e a c h e r ' s P r o f e s s i o n a l R o l e 1n M i c h i g a n " (Ph.D. d i s s e r t a t i o n * M ic h i g a n S t a t e U n i v e r s i t y * 1962)* p. 112. 32 7. Instructional 8. Professional pr og ram i n a g r i c u l t u r e re s p o n s ib i1itie s ^ The e i g h t r o l e s i d e n t i f i e d by Schumann a p p e a r t o be r e f l e c t e d i n t h o s e i d e n t i f i e d by Dra ke. B i b l e and McComas c o n d u c t e d a s t u d y t o d e t e r m i n e r o l e c o n s e n s u s and t e a c h e r e f f e c t i v e n e s s i n Ohio. They a t t e m p t e d t o d e t e r m i n e i f t h e r e was a r e l a t i o n s h i p b e t w e e n r o l e c o n s e n s u s and t h e e f f e c t i v e n e s s of the teacher. A l i s t of c r i t e r i a su p erv iso rs of vocational effectiveness. 11 i t e m s : planning, i t e m s d e v e l o p e d by t h e s t a t e a g r i c u l t u r e was u s e d t o m e a s u r e t e a c h e r The c r i t e r i a used t o e v a l u a t e t h e t e a c h e r s c o n s i s t e d of (1) c o o p e r a t i o n w i t h s c h o o l (2) c l a s s r o o m t e a c h i n g , development, a d m i n i s t r a t o r s and f a c u l t y i n (3) s h o r t - and l o n g - t e r m o b j e c t i v e (4) s u p e r v i s i o n o f f a r m i n g p r o g r a m s , (6) g u i d a n c e and c o u n s e l i n g , (8) u s e o f p h y s i c a l (10) p r o f e s s i o n a l (5) FFA a d v i s e r , (7) a d u l t and young f a r m e r p r o g r a m , facilities, improvement, (9) c o m m u n i t y and p u b l i c r e l a t i o n s , and (11) summer pr o g ra m . These c r i t e r i a w e r e used t o d e v e l o p 70 r o l e a c t i v i t i e s t h a t t h e v o c a t i o n a l a g r i c u l t u r e t e a c h e r should perform . 7 Ro ge rs i d e n t i f i e d s e v e n a r e a s o f r e s p o n s i b i l i t y t h a t w e r e used t o develop r o l e a c t i v i t i e s of t h e v o c a tio n a l a g r i c u l t u r e t e a c h e r : ^ H e r b e r t B. Schumann, " C o n c e p t u a l V a r i a t i o n s C o n c e r n i n g t h e R o l e o f t h e V o c a t i o n a l A g r i c u l t u r e T e a c h e r a s P e r c e i v e d by V o c a t i o n a l A g r i c u l t u r e T e a c h e r s and High School P r i n c i p a l s " (Ph.D. d i s s e r t a t i o n , Te xa s A & M U n i v e r s i t y , 1 9 7 2 ) , p . 2 3. ^B. L. B i b l e and J . D. McComas, " R o l e C o n s e n s u s and T e a c h e r E f f e c t i v e n e s s , " S o c i a l F o r c e s 42 (December 1 9 6 3 ) : 2 2 5 - 3 3 . 33 (1) Instruction, (5) e v a l u a t i o n , (2) s u p e r v i s i o n , (6) public (3) c u r r i c u l u m , relations, (4) a d m i n i s t r a t i o n , and (7) p r o f e s s i o n a l a c tiv itie s.1 The s e v e n r o l e a r e a s w e r e u s e d t o d e v e l o p 70 r o l e s t a t e m e n t s t h a t t h e vocational a g r i c u l t u r e te a c h e r should perform. A lt h o u g h t h e r o l e a r e a s l i s t e d by R o g e r s a p p e a r t o be d i f f e r ­ e n t , t h e y c o v e r t h e same r o l e a c t i v i t i e s a s D ra ke , B i b l e and McComas, and Schumann. The l i t e r a t u r e i n d i c a t e s t h a t no t w o a u t h o r s h a v e u s e d t h e same r o l e c a t e g o r i e s b u t g e n e r a l l y ha ve us ed t h e sa m e r o l e d e f i n i t i o n i t e m s s t a t e d i n a d i f f e r e n t way. McComas I d e n t i f i e d n i n e r o l e c a t e g o r i e s f o r t h e v o c a t i o n a l ag ric u ltu re teacher: 1. 2. I n s t r u c t i n g high school s t u d e n t s L i a i s o n b e tw e en s c h o o l and s t a t e d e p a r t m e n t 3. F a c u l t y mem be rsh ip r e s p o n s i b i l i t i e s 4. Supervising s tu d e n ts ' 5. I m p r o v in g a g r i c u l t u r e i n t h e community 6. G u i d a n c e and c o u n s e l i n g 7. A d v i s i n g F u t u r e F a r m e r s o f America 8. Young- and a d u l t - f a r m e r p r o g ra m s 9. Community and p u b l i c r e l a t i o n s ^ f a r m i n g p r o g ra m s ^ R i c h a r d A. R o g e r s , " P e r c e p t i o n s o f t h e I m p o r t a n c e o f S e l e c t e d Occupational A c t i v i t i e s of t h e V ocational A g r ic u ltu r e Teachers as P e r­ c e i v e d by C a l i f o r n i a P r i n c i p a l s and T e a c h e r s " (Ph.D. d i s s e r t a t i o n , Iowa S t a t e U n i v e r s l t y , 1 9 7 8 ) , p. 3 4 . ^ J a m e s D. McComas, " R ol e o f t h e T e a c h e r o f V o c a t i o n a l A g r i c u l ­ t u r e a s P e r c e i v e d by S e l e c t e d Ohio T e a c h e r s and T h e i r A d m i n i s t r a t o r s " (Ph.D. d i s s e r t a t i o n , The Ohio S t a t e U n i v e r s i t y , 19 62), pp. 6 6 - 7 3 . 3b McComas u s e d t h e s e n i n e r o l e a r e a s and d e v e l o p e d an I n t e r v i e w form at. T e a c h e r s s e l e c t e d f o r t h i s s t u d y w e r e c o n s i d e r e d t o be m o s t and l e a s t e f f e c t i v e . T h i s e n a b l e d McComas t o a s c e r t a i n 1f te a c h e r e f f e c t i v e n e s s was r e l a t e d t o r o l e i n t e r n a l i z a t i o n o f t h e p o s i t i o n . The D e p a r t m e n t o f A g r i c u l t u r a l M ic h i g a n S t a t e U n i v e r s i t y and E x t e n s i o n E d u c a t i o n a t p r e p a r e d a s t u d e n t t e a c h e r hand boo k i n d i c a t i n g t h o s e a c t i v i t i e s i n w hi c h a s t u d e n t t e a c h e r s h o u l d e n g a g e. T h i s handbook was e d i t e d by R o g e r S t e e l e and had i n p u t o f v o c a t i o n a l a g ric u ltu re teachers, teach er educators, s tu d e n t s in th e d epartm ent. and g r a d u a t e and u n d e r g r a d u a t e This group i d e n t i f i e d te n a b i l i t y t h a t t h e s t u d e n t t e a c h e r s h o u l d be a b l e t o p e r f o r m . areas These a b i l i t y areas are: 1. A b i l i t y t o p l a n i n s t r u c t i o n and t e a c h a l l g r o u p s 2. A bility to adm inister, supervise, a c t i v i t i e s of th e local 3. and c o o r d i n a t e t h e departm ent A b i l i t y t o d e v e l o p and s u p e r v i s e o c c u p a t i o n a l e x p e r i e n c e pr og ra m s 4. A bility to e s ta b lis h 5. A b i l i t y t o d e t e r m i n e community and i n d i v i d u a l 6. A b i l i t y t o d e v e l o p and i m p r o v e t h e q u a l i t y o f a l o c a l program o f v o c a t i o n a l and m a i n t a i n r e l a t i o n s h i p s needs agriculture 7. A b i l i t y t o o r g a n i z e and u s e a d v i s o r y c o m m i t t e e s 8. A b i l i t y t o p l a n , m ana ge , and m a i n t a i n i n s t r u c t i o n a l facilities 35 9. 10. A bility t o advise th e local FFA c h a p t e r A b i l i t y t o p r o v i d e g u i d a n c e * p l a c e m e n t * and f o l l o w - u p ^ The l i t e r a t u r e a n d / o r r e s e a r c h p r e p a r e d by t e a c h e r e d u c a t o r s i s c o n g r u e n t i n t e r m s o f t h e i d e n t i f i c a t i o n o f r o l e c a t e g o r i e s and t h e s p e c i f i c r o l e a c t i v i t i e s t h a t s h o u l d be p e r f o r m e d by t h e v o c a t i o n a l a g ric u ltu re teacher. The l i t e r a t u r e i s I n c o n g r u e n t i n t e r m s o f r o l e c o n s e n s u s and l a c k o f c o n s e n s u s among t h e t e a c h e r s o f v o c a t i o n a l agriculture. The n e x t s e c t i o n o f t h i s c h a p t e r w i l l c i f i c areas and/or r o le a c t i v i t i e s f o c u s on t h e s p e ­ i n which c o n s e n s u s and l a c k o f consensus exist. R o l e C o n s e n s u s and Lack o f C o n s e n s u s The l i t e r a t u r e i n i t s p r e s e n t s t a t e s u g g e s t s common a r e a s o f r o l e c o n s e n s u s and l a c k o f c o n s e n s u s b u t a l s o i n d i c a t e s some I s o l a t e d a r e a s 1n c e r t a i n s t u d i e s . T h e s e i s o l a t e d a r e a s seem t o be a t t r i b u t e d t o t h e d i f f e r e n t i n d e p e n d e n t v a r i a b l e s us ed i n t h e s t u d i e s and t h e l o c a t io n of th e study. V o c a t i o n a l a g r i c u l t u r e p r o g r a m s d i f f e r f ro m s t a t e t o s t a t e and w i t h i n e a c h s t a t e . A lt h o u g h t h e r e a r e b a s i c and common e l e m e n t s t o a l l v o c a t i o n a l a g r i c u l t u r e p r o g r a m s , l o c a l p r o g ra m autonom y i s c o n s i d e r e d t o be a m a j o r s t r e n g t h o f t h e v o c a t i o n a l a g r i c u l t u r e pro gram . Drake c o n c l u d e d t h a t t h e r e was a c o n s e n s u s 1n c e r t a i n r o l e a r e a s and a l a c k o f c o n s e n s u s i n o t h e r s . He f o u n d t h a t t h e v o c a t i o n a l a g r i c u l t u r e te a c h e r s In d ic a te d a consensus in t h e a re a of " D ire c tin g 1 Roger S t e e l e , e d . , S t u d e n t T e a c h e r Manual M ic h i g a n S t a t e U n i v e r s i t y * 1 9 8 4 ) , pp. 1 9 - 2 9 . (E a st Lansing: 36 t h e l e a r n i n g o f h i g h s c h o o l s t u d e n t s and w o r k i n g a s a member o f t h e p r o f e s s i o n . 11 He fo un d a l a c k o f c o n s e n s u s i n t h e r o l e a r e a s " G u i d in g and c o u n s e l i n g " and " I m p r o v i n g t h e e n v i r o n m e n t o f f a r m p e o p l e . " He a l s o found t h a t t h e r o l e a r e a " D i r e c t i n g t h e l e a r n i n g o f a d u l t f a r m e r s " was t h e a r e a t h a t i n d i c a t e d t h e g r e a t e s t am o u n t o f d i s a g r e e m e n t b e tw e e n t h e groups. Drake i n d i c a t e d t h a t t h e r e w e r e d i f f e r e n c e s among t h e v o c a t i o n a l a g r i c u l t u r e t e a c h e r s a s s o c i a t e d w i t h s e l e c t e d ba c k g ro u n d variables. He c o n c l u d e d t h a t a l t h o u g h h e fo und d i f f e r e n c e s w i t h i n t h e groups, th e s e d i f f e r e n c e s were not so g r e a t t h a t th ey th r e a te n e d t h e a d m in is tr a tiv e s t r u c t u r e o r q u a lity of th e program J McComas s t u d i e d a g r o u p o f v o c a t i o n a l a g ricu ltu re teachers c a t e g o r i z e d a s m o s t and l e a s t e f f e c t i v e t e a c h e r s . He f o u n d t h a t t h e m o s t e f f e c t i v e t e a c h e r s s p e n t 60 p e r c e n t o r more o f t h e i r t i m e on classroom i n s t r u c t i o n and o t h e r a c t i v i t i e s r e l a t e d t o t e a c h i n g h i g h school stu d e n ts. Examples of r e l a t e d a c t i v i t i e s i n c lu d e d l e s s o n p r e p a r a t i o n and f i e l d t r i p s . McComas a l s o fo un d t h a t t e a c h e r s w e r e i n g e n e r a l a g r e e m e n t c o n c e r n i n g F u t u r e F a r m e r s o f A m e ri c a ( h e r e a f t e r r e f e r r e d t o a s FFA) a c t i v i t i e s b u t w e r e i n d i s a g r e e m e n t a b o u t w h e t h e r c l a s s t i m e s h o u l d be u s e d f o r c o n t e s t p r e p a r a t i o n . He f o u n d s l i g h t l y m or e t h a n o n e - h a l f o f a l l t e a c h e r s w e r e 1n a g r e e m e n t w i t h g u i d a n c e and c o u n s e l i n g a c t i v i t i e s and h e l d s e p a r a t e c l a s s e s f o r a d u l t g r o u p s . McComas c o n c l u d e d t h a t m o s t e f f e c t i v e t e a c h e r s w e r e l e a d e r s i n t h e c o m m u n it y , d e v o t e d mo re t i m e t o o u t - o f - s c h o o l a c t i v i t i e s , ^W illiam E. D ra ke , " P e r c e p t i o n s , " pp. 173 -8 0. and 37 f u n c t i o n e d a s an I n t e g r a l p a rt of th e o v e ra ll school staff. He a l s o c o n c l u d e d t h a t t e a c h e r e f f e c t i v e n e s s was r e l a t e d t o j o b s a t i s f a c t i o n . 1 L i g h a r i s t u d i e d t h e c o m p e t e n c i e s n e e de d by v o c a t i o n a l a g r i c u l t u r e teachers. T he s e c o m p e t e n c i e s r e f l e c t t h e r o l e o f t h e v o c a t i o n a l a g r ic u ltu r e teacher. c i e s deemed e s s e n t i a l sess. H i s s t u d y i d e n t i f i e d and v a l i d a t e d 209 c o m p e t e n ­ fo r th e vocational a g r i c u l t u r e t e a c h e r t o pos­ He m e a s u r e d d i f f e r e n c e s w i t h i n t h e t e a c h e r g r o u p w i t h s e l e c t e d demographic v a r i a b l e s . L ighari concluded t h a t : The t e a c h e r ’s p e r c e p t i o n s o f t h e i m p o r t a n c e o f p r o f e s s i o n a l e d u c a ­ t i o n c o m p e t e n c i e s a r e i n f l u e n c e d by t h e number o f s t u d e n t s e n r o l l e d in grad es 9-12; t e a c h e r 's e n r o llm e n t in v o c a tio n a l a g r i c u l t u r e ; y e a r s o f t e a c h i n g e x p e r i e n c e ; a g e o f t h e t e a c h e r ; nu m be r o f s t u ­ d e n t s t a u g h t p e r day; and l e v e l o f e d u c a t i o n . The o n l y d e m o g r a p h i c c h a r a c t e r i s t i c w h e r e g r o u p s o f t e a c h e r s d i d n o t ha ve a s i g n i f i c a n t d i f f e r e n c e was t y p e o f s c h o o l . L l g h a r i ' s s t u d y was i n a g r e e m e n t w i t h t h e Dra ke s t u d y . Selected demographic v a r i a b l e s tend t o i n f l u e n c e t e a c h e r p e r c e p ti o n of r o l e 1n t e r n a l i z a t i o n . Much o f t h e r e s e a r c h on r o l e p e r c e p t i o n s e e m s t o be b a s e d on on e u n d e r l y i n g p r i n c i p l e : performance. R ol e p e r c e p t i o n d i r e c t l y a f f e c t s r o l e In an a t t e m p t t o g e t a t p r o c e d u r e s f o r i m p r o v i n g r o l e p e r f o r m a n c e , i t i s e s s e n t i a l t h a t we u n d e r s t a n d t h e c a u s e - a n d - e f f e c t r e l a t i o n s h i p b e t w e e n r o l e p e r c e p t i o n and r o l e p e r f o r m a n c e . The research in d icated t h a t r o le perception is th e precu rso r t o ro le performance. B i b l e and McComas s t a t e d : ^McComas, " R o l e o f t h e T e a c h e r , " pp. 8 4 - 1 0 0 , 152. ^Abdul L. L i g h a r i , " P r o f e s s i o n a l C o m p e t e n c i e s Needed by T e a c h e r s o f V o c a t i o n a l A g r i c u l t u r e 1n M i s s o u r i " (Ph.D. d i s s e r t a t i o n , U n i v e r s i t y o f M i s s o u r i - C o l u m b i a , 1979), pp. 7 9 - 9 0 . 38 The m o s t s a t i s f i e d p e r s o n i s t h e one who w a n t s a g r e a t d e a l and gets it. The e f f e c t i v e t e a c h e r s , a s i m p l i e d by t h e i r p e r c e p t i o n o f o b l i g a t i o n f o r r o l e e x p e c t a t i o n s , w a n t e d t o p e r f o r m w e l l 1n a l l s e g m e n t s o f t h e i r r o l e . Thus t h e i r e f f e c t i v e n e s s a s a t e a c h e r was u n d o u b t e d l y a s a t i s f a c t i o n t o th em . Jo b e f f e c t i v e n e s s and j o b s a t i s f a c t i o n a s t h e y r e l a t e t o r o l e c o n s e n s u s seem t o i n d i c a t e t h e u t i l i t y o f c o n s e n s u s on r o l e p e r c e p t i o n a s a v a r i a b l e . ^ Some r e s e a r c h e r s h a v e a t t e m p t e d t o a n a l y z e r o l e p e r c e p t i o n by studying tim e a llo c a tio n in r e l a t i o n t o s p e c i f i c r o l e a c t i v i t i e s of t h e vocational a g r ic u ltu r e teacher. of Nebraska v o c a tio n a l D illo n conducted a t im e - a n a l y s i s study a g ric u ltu re teachers. He f o u n d t h a t : (1) 31 p e r c e n t o f t h e t e a c h e r s ' t i m e was u s e d f o r p l a n n i n g and t e a c h i n g h i g h school students, (2) 11 p e r c e n t was us ed t o a d v i s e t h e FFA, (3) 8 p e r c e n t was u s e d f o r c u r r i c u l u m p l a n n i n g , (4) 6 p e r c e n t was u s e d f o r s u p e rv is in g occupational e x p e rie n c e programs of high school s tu d e n t s , and (5) t h e r e m a i n i n g 44 p e r c e n t was d e v o t e d t o c o m m u n it y a c t i v i t i e s , a d u lt teaching, and a c t i v i t i e s a s s o c i a t e d w i t h t h e m a i n t e n a n c e and o p e ra tio n of th e departm ent. He c o n c l u d e d t h a t : M a r i t a l s t a t u s was n o t a f a c t o r i n t h e am o u n t o f t o t a l h o u r s w o r k e d , e x c e p t t h a t s i n g l e t e a c h e r s d e v o t e d more t i m e t o p u b l i c r e l a ti o n s a c t i v i t i e s than m arried teach ers. The t e a c h e r ' s a g e d i d make a d i f f e r e n c e ; t e a c h e r s aged 2 0 - 3 0 , 3 6 - 4 0 , and 5 1 - 5 5 worked m or e h o u r s t h a n o t h e r ag e g r o u p s . A ls o, t h e o l d e r t e a c h e r t e n d e d t o s p e n d more t i m e i n c om m un ity a c t i v i t i e s and r e s p o n s i b i l i t i e s . T ho s e t e a c h e r s w i t h M a s t e r ' s d e g r e e s s p e n t m or e t i m e 1n c o mm un ity a c t i v i t i e s , p r o f e s s i o n a l o r g a n i z a t i o n s , and c o m p l e t i n g r e p o r t s . Brown c o n d u c t e d a s t u d y i n 1962 r e g a r d i n g t e a c h e r a t t i t u d e s and o p i n i o n s o f s e l e c t e d a r e a s o f t h e v o c a t i o n a l a g r i c u l t u r e pr og ra m . ^ B i b l e and McComas, " R o l e C o n s e n s u s , " p. 2 3 2 . ^Roy D i l l o n , " T e a c h e r Time— F a c t o r s R e l a t e d t o A g r i c u l t u r a l E d u c a t i o n (November 1 9 7 6 ) : 1 1 0 - 1 1 . I t s Use," He 39 concluded t h a t : (1) t e a c h e r s w e r e s o d i v e r s i f i e d 1n c e r t a i n p r og ra m a r e a s t h a t a need f o r I n s e r v i c e e d u c a t i o n was i n d i c a t e d ; (2) t e a c h e r s w e r e h i g h l y c o n s e r v a t i v e and l e s s a c c e p t i n g o f i n n o v a t i o n 1n t h e p r o ­ gram; (3) t e a c h e r s w e r e m o re c o n c e r n e d w i t h t h e s u c c e s s and o p e r a t i o n o f t h e i r p r o g ra m t h a n t h e y w e r e w i t h t h e o v e r a l l e d u c a t i o n p ro g ra m o f t h e s c h o o l ; and (4) t e a c h e r s w i l l c o n t i n u e t o a s s u m e an e f f e c t i v e le a d e r s h i p r o l e in a d u l t - f a r m e r ed u c atio n in t h e com m unityJ I t i s a p p a r e n t t h a t t h e f i n d i n g s and c o n c l u s i o n s fro m d i f f e r e n t s t u d i e s h a v e r e v e a l e d d i f f e r e n t a r e a s o f c o n s e n s u s and l a c k of consensus. I t a p p e a r s t h a t t h e s e d i f f e r e n c e s ca n be a t t r i b u t e d t o t h e l o c a t io n of th e study. i n some a r e a s , W h il e some l o c a t i o n s h a v e a g e n e r a l c o n s e n s u s o t h e r s a r e 1n c o m p l e t e d i s a g r e e m e n t w i t h t h e f i n d i n g s o f o t h e r s t u d i e s i n t h e same a r e a . t h e p e rc e p tio n s of v o c a tio n al occupational a c t i v i t i e s . Rogers conducted a s tu d y t o m easure a g r i c u l t u r e t e a c h e r s on s e l e c t e d W h il e Brown f o u n d a c o n t i n u e d a nd ex p a n d ed r o l e in a d u l t - f a r m e r e d u c a t io n , Rogers's f i n d i n g s were o p p o s ite . He c o n c l u d e d t h a t t e a c h i n g e f f o r t s s h o u l d be c o n f i n e d t o s e c o n d a r y s t u d e n t s and t h a t a d u l t - f a r m e r e d u c a t i o n s h o u l d be c o n d u c t e d by p o s t ­ secondary I n s t i t u t i o n s . Although a d u l t - f a r m e r e d u c a t io n has r e c e iv e d m ix e d r e v i e w s from t h e r e s e a r c h e r s , R o ge r s i s one o f t h e few who h a s c o n c l u d e d t h a t i t s h o u l d be d i s c o n t i n u e d by s e c o n d a r y v o c a t i o n a l a g ric u ltu re teachers. He a l s o c o n c l u d e d t h a t : ^Herman D. Brown, "An I n v e s t i g a t i o n o f A t t i t u d e s and O p i n i o n s Held by T e a c h e r s o f V o c a t i o n a l A g r i c u l t u r e and T h e i r A d m i n i s t r a t o r s R e g a r d i n g S e l e c t e d A r e a s o f t h e V o c a t i o n a l A g r i c u l t u r e P r o g r a m " (Ph.D. d i s s e r t a t i o n , T e x a s A & M U n i v e r s i t y , 1 9 6 2 ) , pp. 8 8 - 9 0 . ho 1. T e a c h e r s b e l i e v e d t h e y were e x p e c t e d t o work 4 7 . 6 h o u r s p e r week, w h i l e t h e i r a d m i n i s t r a t o r s e x p e c t e d them t o work 4 1 . 4 p e r week. 2. Teach ers did n o t p e r c e i v e e x t r a school d u t i e s as p a r t of th e ir role 3. (su p e rv isin g dances, a t h l e t i c e v en ts, e t c . ) . T e a c h e r s p e r c e i v e d FFA a s p a r t o f t h e i r r o l e — R o g e r s recom­ mended t h a t t h i s r o l e be r e e v a l u a t e d and c l a r i f i e d . ^ R o g e r s ' s f i n d i n g s on t i m e a l l o c a t i o n a r e c o n s i s t e n t w i t h t h e f i n d i n g s o f D ra ke , D illon, and o t h e r s . Researchers c o n s is te n tly t h a t t h e e x p e c t a t i o n s h e l d by v o c a t i o n a l have i n d i c a t e d a g r i c u l t u r e t e a c h e r s of them­ s e lv e s a re higher than th o se of s i g n i f i c a n t others. S m it h and K a h l e r ' s f i n d i n g s w e r e v e r y s i m i l a r t o t h o s e of Rogers re g a rd in g a d u l t - f a r m e r ed u c atio n . They s t u d i e d t h e p e r c e p t i o n s o f t h e a d u l t f a r m e r i n Iowa t o d e t e r m i n e t h e v a l u e t h e f a r m e r a t t a c h e d t o t h e a s s i s t a n c e h e / s h e r e c e i v e d from t h e v o c a ti o n a l a g r i c u l t u r e teacher. They fo un d t h a t : 1. T w o -th ird s o f t h e group s t u d i e d did n o t p a r t i c i p a t e in c l a s s e s h e l d by t h e v o c a t i o n a l a g r i c u l t u r e t e a c h e r , b u t 90 p e r c e n t o f them had p a r t i c i p a t e d 1n p r o g ra m s s p o n s o r e d by co m m e rc i al c o m p a n i e s . ^Rogers, " P e r c e p t i o n s o f t h e I m p o r t a n c e , " pp. 135-39. 1*1 2. The v o c a t i o n a l a g r i c u l t u r e t e a c h e r was r a t e d a s b e i n g o f " l i t t l e o r no v a l u e " a s a s o u r c e o f t e c h n i c a l Informa­ tio n . 1 S m i t h and K a h l e r recommended t h a t g r e a t e r c a r e s h o u l d be t a k e n when p l a n n i n g a d u l t - f a r m e r e d u c a t i o n and t h a t s e r v i c e s and e d u c a t i o n p r o v i d e d by t h e v o c a t i o n a l a g r i c u l t u r e t e a c h e r and e x t e n s i o n s e r v i c e s h o u l d be made more v i s i b l e t o f a r m e r s . K iesH ng stu d ie d t h e a t t i t u d e s of vocational ag riculture t e a c h e r s i n r e l a t i o n t o t h e i r a d u l t f a r m e r p r o g r a m s and o t h e r d u t i e s . He c o n c l u d e d t h a t : 1. All d u t y I t e m s w e r e r a t e d a t l e a s t m o d e r a t e l y f a v o r a b l e . 2. A d v i s i n g t h e FFA r e c e i v e d t h e o v e r a l l highest ratin g , w h ile s u p e r v i s i n g o f f - f a r m o c c u p a t io n a l - e x p e r ie n c e pro­ grams r e c e i v e d t h e l o w e s t r a t i n g . 3. En g a g in g 1n community r e l a t i o n s and d i r e c t i n g s u p e r v i s e d farm ing programs were r a t e d e x tre m e ly f a v o r a b l e s t a t e w i d e . 4. T e a c h i n g s e c o n d a r y c l a s s e s r a t e d e x t r e m e l y goo d, w h i l e te a c h e r-Im p ro v em e n t a c t i v i t i e s r a t e d e x trem ely good.^ ^ K e l t h L. S m i t h and Alan A. K a h l e r , "Iowa A d u l t F a r m e r s ' P e r c e p t i o n s o f t h e V a l u e o f E d u c a t i o n a l P r o g r a m s , " The J o u r n a l o f t h e A m e ri c a n A s s o c i a t i o n o f T e a c h e r Educa t o r s 1n A g r i c u l t u r e 23 (November 1982): 43-49. Le e ro y W. K i e s H n g , ' T h e R e l a t i o n s h i p B e t w e e n A g r i c u l t u r e T e a c h e r ' s A t t i t u d e Toward C o o r d i n a t i n g and Young F a r m e r O r g a n i z a t i o n and H i s A t t i t u d e Toward H i s (Ph. D. d i s s e r t a t i o n , Oklahoma S t a t e U n i v e r s i t y , 1 9 7 1 ) , t h e V ocational Advising t h e Other Duties" pp. 60-65. kl K i e s H n g f o u n d t h a t when p r o g r a m a r e a s w e r e ra n k o r d e r e d , c o o r d i n a t i n g and a d v i s i n g t h e y o u n g - f a r m e r o r g a n i z a t i o n r a n k e d low. He c o n c l u d e d t h a t t h i s was a p r o g r a m a r e a n e v e r r e a l l y a c c e p t e d by t h e t e a c h e r s . Beeman s t u d i e d p e r c e p t i o n s o f t e a c h e r s , a d m i n i s t r a t o r s , and t h e lay p u b lic c o n cern in g t h e changing r o l e of th e v o c a tio n al teacher. ag ricu ltu re He p r e p a r e d a c o m p r e h e n s i v e l i s t o f s t a t e m e n t s i n d i c a t i n g th e r o le of t h e te a c h e r. Beeman a t t e m p t e d t o m e a s u r e t h e e x t e n t of a g r e e m e n t a n d / o r d i s a g r e e m e n t w i t h i n and b e t w e e n t h e g r o u p s . He fou nd that: 1. T e a c h e r s w e r e 1n a g r e e m e n t w i t h t h e r o l e o f a d v i s i n g t h e FFA, and t h e y a g r e e d t h a t t h e t e a c h e r s h o u l d n o t a d v i s e o t h e r youth o r g a n i z a t i o n s . 2. Teachers held th e g r e a t e s t consensus concerning th e secondary i n s t r u c t io n a l 3. p ro g ra m . T e a c h e r s d i s a g r e e d w i t h t h e p r o p o s e d name c h a n g e o f t h e FFA. 4. T eachers were in general out-of-school a g r e e m e n t a s t o who s h o u l d be t h e clien tele.^ Beeman’s s t u d y 1s v e r y c o n s i s t e n t w i t h many o t h e r s . a g r i c u l t u r e t e a c h e r s a r e very t r a d i t i o n a l c a t e d by many s t u d i e s . G enerally, and c o n s e r v a t i v e , V ocational as Indi­ th e l i t e r a t u r e suggested t h a t ^Carl E. Beeman, " P e r c e p t i o n s o f School A d m i n i s t r a t o r s , V o c a t i o n a l A g r i c u l t u r e T e a c h e r s , and Members o f t h e Lay P u b l i c C o n c e r n ­ i n g t h e C h a n gi ng R o l e o f V o c a t i o n a l A g r i c u l t u r e 1n M i s s i s s i p p i " (Ph.D. d i s s e r t a t i o n , C o r n e l l U n i v e r s i t y , 1967), pp. 5 5 - 8 3 . *3 v o c a tio n al a g r i c u l t u r e te a c h e rs a re b a s ic a ll y concerned w ith th e suc­ cess of t h e i r Individual pr o g ra m . B y l e r ' s f i n d i n g s w e r e g e n e r a l l y i n a g r e e m e n t w i t h t h o s e of Beeman. B yler s tu d ie d t h e r o le of th e v o c a tio n al a g r i c u l t u r e te a c h e r a s a c o m m u n it y l e a d e r o f a g r i c u l t u r e . One o b j e c t i v e o f t h e s t u d y was t o an aly ze f a c t o r s i n h i b i t i n g or enhancing t h i s ro le. B y le r concluded that: 1. Teachers' responses suggested t h a t th e vocational agricul­ t u r e i n s t r u c t o r h a s a r o l e a s community l e a d e r i n a g r i c u l ­ ture, th is 2. and r e s o u r c e s and t i m e s h o u l d be a l l o c a t e d t o p e rf o r m role. T e a c h e r s s h o u l d a s s i s t 1n making t h e community a b e t t e r p l a c e t o l i v e and p l a c e a h i g h p r i o r i t y on community involvem ent. 3. Teachers' r o l e a s a community l e a d e r i s I n h i b i t e d i f a s s i g n e d c l a s s e s o t h e r t h a n v o c a t i o n a l a g r i c u l t u r e , ha ve more t h a n f o u r c l a s s p r e p a r a t i o n s p e r d a y , o r ha ve more t h a n 60 s t u d e n t s e n r o l l e d 1n t h e p ro g ra m . 4. The m o s t i m p o r t a n t v a r i a b l e p e r c e i v e d t o e n h a n c e t h i s r o l e was community s u p p o r t ; t h e r e f o r e , t h e t e a c h e r must d e v e l o p good p u b l i c r e l a t i o n s f o r t h e p r o g r a m . 1 ^Ben L. B y l e r , ''The R o l e o f t h e V o c a t i o n a l A g r i c u l t u r e I n s t r u c t o r a s a Community L e a d e r i n A g r i c u l t u r e , ” The J o u r n a l o f t h e A m e r i c a n A s s o c i a t i o n o f T e a c h e r E d u c a t o r s i n A g r i c u l t u r e 23 (November 1982): 64-65. kk B y l e r ’s c o n c l u s i o n s seem t o i n d i c a t e t h a t t h e r e i s a ne e d f o r t h e vocational a g r i c u l t u r e t e a c h e r t o be come d e e p l y i n v o l v e d w i t h a l l a s p e c t s o f h i s / h e r p r o g ra m . However, h e d i d n o t i m p l y t h a t t h e t e a c h e r s h o u l d n o t be c o n c e r n e d w i t h t h e t o t a l e d u c a t i o n a l pr o g ra m b e i n g i m pl em e nt e d a t t h e i n s t i t u t i o n a t which h e / s h e 1s emp lo ye d. The R o l e o f Women a s A g r i c u l t u r e T e a c h e r s The r o l e o f women i n v o c a t i o n a l a g r i c u l t u r e has rec e iv e d a t r e m e n d o u s a m ou nt o f a t t e n t i o n i n t h e l a s t s e v e r a l years. The o r i g i n a l S m it h - H u g h e s Act s p e c i f i c a l l y s t a t e d t h a t f a r m boy s w e r e t o be t h e s e c o n d a r y c l i e n t e l e , and t h e t e r m " m a l e t e a c h e r s " was n o t s p e c i f i c a l l y s t a t e d b u t was a f o r e g o n e c o n c l u s i o n . Vocational L a t e r l e g i s l a t i o n s uc h a s t h e E d u c a t i o n Amendments o f 1968 and 1976 c l a r i f i e d and ex p a n d ed t h e pro gra m o f v o c a t i o n a l a g r i c u l t u r e . c a lly s ta te d t h a t th e vocational The Amendment o f 1976 s p e c i f i ­ programs should e l i m i n a t e sex d i s c r i ­ m i n a t i o n and s e x s t e r e o t y p i n g a nd p r o v i d e o p p o r t u n i t i e s f o r women i n vocational education. The l i t e r a t u r e s u g g e s t s t h a t v o c a t i o n a l tu re teachers are tra d itio n a l t o be t r u e a t a l l recently, vocational and g e n e r a l l y r e s i s t c h a n g e. le v e ls of th e vocational agricul­ T h i s s e em s a g r i c u l t u r e p r o g ra m . More f e m a l e s t u d e n t s and t e a c h e r s h a v e become i n v o l v e d i n t h e a g r i c u l t u r e p r o g ra m on a l i m i t e d s c a l e . R i e s and McCracken s t u d i e d t h e r e l a t i o n s h i p b e t w e e n p e r c e i v e d s e x b i a s and women’s d e c i s i o n t o t e a c h p r o d u c t i o n a g r i c u l t u r e . surveyed t h r e e groups of fem ales: They secondary v o catio n al a g r i c u l t u r e ^5 students, u n iv e rsity vocational a g ric u ltu re students, a g ric u ltu re teachers. and p r o d u c t i o n The c o n c l u s i o n s o f t h i s s t u d y i n d i c a t e d t h a t t h e d e c i s i o n o f f e m a l e s a t t h e s e c o n d a r y and u n i v e r s i t y l e v e l s t o t e a c h may be i n f l u e n c e d by t h e i r p e r c e i v e d s e x b i a s / s e x s t e r e o t y p i n g by s t u d e n t s and c o m m u n i t y , and i n g e n e r a l . that Females c u rre n tly teachingindicated j o b s a t i s f a c t i o n was i n f l u e n c e d by t h e i r p e r c e i v e d s e x b i a s by s t u d e n t s , c o m m u n it y , t e a c h e r s , and a d m i n i s t r a t o r s . When f e m a l e t e a c h e r s w e r e a s k e d t o I n d i c a t e f a c t o r s t h a t c a u s e t h e low number o f female p ro d u ctio n a g r i c u l t u r e t e a c h e r s , th ey c i t e d : 1. Lack o f e n c o u r a g e m e n t from t e a c h e r s and c o u n s e l o r s 2. C o m p e t i t i o n from i n d u s t r y 3. Lack o f a c c e p t a n c e from t h e 4. Lack o f f a r m i n g e x p e r i e n c e ^ community A lt h ou g h f e m a l e s a r e i n v o l v e d 1n t h e v o c a t i o n a l a g r i c u l t u r e p r o g r a m , R i e s and McCracken i n d i c a t e d t h a t b a r r i e r s e x i s t t h a t p r o h i b i t t h e i r I n v o l v e m e n t on a l a r g e r s c a l e . ing a t d i f f e r e n t l e v e l s . T h e s e b a r r i e r s seem t o be o p e r a t ­ The p e r c e p t i o n s t h a t f e m a l e s h o l d c o n c e r n i n g r o le e x p e c ta tio n s of s i g n i f i c a n t groups (i.e., adm inistrators, teachers, community, and o t h e r s ) and t h e a c t u a l students, sex b iase s exhib­ i t e d by t h e s e g r o u p s I n t e r a c t t o f o rm t h e c u r r e n t s t a t u s o f r o l e p e r ­ ception of the teacher. ^Ann E. R i e s and J . Davi d McCracken, R e l a t i o n s h i p o f P e r c e i v e d Sex B i a s and t h e D e c i s i o n o f Women t o Tea ch Pr o d u c t i o n A g r i c u l t u r e (Columbus: The Ohio S t a t e U n i v e r s i t y ) ( B e t h e s d a , Md.: ERIC Document R e p r o d u c t i o n S e r v i c e , ED 187 950, 1980), pp. 10-12. 46 A s i m i l a r s t u d y was c o n d u c t e d i n K an sa s. The p u r p o s e o f t h i s s t u d y was t o d e t e r m i n e i f b a r r i e r s e x i s t t h a t p r o h i b i t f e m a l e s fro m e n t e r i n g and a d v a n c i n g i n t h e v o c a t i o n a l a g r i c u l t u r e p r o g ra m . o pinions of a g r i c u lt u r e te a c h e rs , school a d m i n i s t r a t o r s , and p a r e n t s o f vocational The a g r i c u l t u r e s tu d e n t s were sought t o d e te rm in e i f b a r r i e r s e x i s t f o r women a s t e a c h e r s and w o r k e r s i n a g r i c u l t u r e . The c o n c l u ­ s i o n s o f t h i s s t u d y w er e: 1. 2. 3. 4. 5. 6. 7. 8. V o c a t i o n a l a g r i c u l t u r e t e a c h e r s t e n d t o be o f t h e o p i n i o n t h a t v o c a t i o n a l a g r i c u l t u r e t e a c h e r s do n o t e n c o u r a g e b o t h m a l e and female s t u d e n t s t o e n r o l l in v o c a t i o n a l a g r i c u l t u r e . A g r i c u l t u r e s t u d e n t s e x h i b i t a s l i g h t t e n d e n c y t o be o f t h e o p i n i o n t h a t a d m i n i s t r a t o r s do n o t e n c o u r a g e b o t h m a l e s and females t o e n r o l l in v o c a tio n a l a g r i c u l t u r e . V o c a t i o n a l a g r i c u l t u r e p r o g r a m s and v o c a t i o n a l a g r i c u l t u r e s t u d e n t s t e n d t o be o f t h e o p i n i o n t h a t s t u d e n t s do n o t e n c o u r ­ a g e b o t h m a l e and f e m a l e s t u d e n t s t o e n r o l l i n v o c a t i o n a l agriculture. V o c a t i o n a l a g r i c u l t u r e t e a c h e r s e x h i b i t a s l i g h t t e n d e n c y t o be o f t h e o p i n i o n t h a t p a r e n t s do n o t e n c o u r a g e b o t h m a l e and fem ale s t u d e n t s t o e n r o l l in v o c a t i o n a l a g r i c u l t u r e . All groups ten d t o e x h i b i t s u p p o r t o f employment o p p o r t u n i t i e s f o r f e m a l e s when c o n s i d e r e d a s a c o n c e p t . All i n v e s t i g a t e d g r o u p s e x h i b i t s u p p o r t f o r f e m a l e e n r o l l m e n t 1n v o c a t i o n a l a g r i c u l t u r e c o u r s e s . All i n v e s t i g a t e d g r o u p s e x h i b i t a p r e f e r e n c e f o r m a l e w o r k e r s 1n a g r i c u l t u r a l o c c u p a t i o n s . S tu d e n ts ten d t o e x h i b i t t h e o p in io n of being opposed t o fem ales te a c h in g v o c a tio n a l a g r i c u l t u r e . ^ The McCracken. c o n c l u s i o n s o f t h i s s t u d y c o n f i r m e d t h o s e o f R i e s and S i g n i f i c a n t groups s u p p o rte d t h e c o n c e p t of e q u i t y of f e m a l e s i n t h e v o c a t i o n a l a g r i c u l t u r e p r o g ra m b u t f a i l e d t o e x p r e s s I j o h n D. P a r m l e y , R i c h a r d F. W e l t o n , and M i c h e l l e B e n d e r , ■OMriions o f A g r i c u l t u r e T e a c h e r s , Sc ho ol A d m i n i s t r a t o r s , S t u d e n t s , and Rar_ents C o n c e r n i n g Fe m al e s a s A g r i c u l t u r e S t u d e n t s , T e a c h e r s , and Workers i n A g r i c u l t u r e ( M a n h a t t a n : Kansas S t a t e U n i v e r s i t y ) (Bethesda, Md.: ERIC Document R e p r o d u c t i o n S e r v i c e , ED 209 4 8 8 , 1 9 8 0 ) , p. 3 5 - 3 7 . hi t h e i r s u p p o rt in r o l e performance. I f we g i v e c r e d e n c e t o B i b l e and McComas, t h e n we c a n s ay t h a t t h e c o n c e p t i s n o t f u l l y a c c e p t e d . They s u g g e s t e d t h a t r o l e p e r c e p t i o n and r o l e p e r f o r m a n c e a r e d i r e c t l y related . Kluckman c o n d u c t e d a s t u d y o f t h e n o n t r a d l t l o n a l traditional r o l e s e l e c t i o n o f m a l e s and f e m a l e s . and She s t a t e d t h a t g o v e r n m e n t h a s n e v e r l e g a l l y r e s t r i c t e d c a r e e r c h o i c e , b u t s o c i e t y h as i n r e l a t i o n t o se x. The c o n c l u s i o n s o f K l uc km an 's s t u d y w e r e b a s i c a l l y c o n s i s t e n t w i t h many o t h e r s . Her c o n c l u s i o n s p r o v i d e a model f o r p r o g ra m d e v e l o p m e n t t h a t w i l l a s s i s t 1n t h e e l i m i n a t i o n o f s e x d i s c r i m i n a t i o n in t h e v o c a ti o n a l a g r i c u l t u r e p r o g ra m . Her c o n c l u s i o n s were: 1. 2. R e c r u i t m e n t p r o g r a m s f o r v o c a t i o n a l a g r i c u l t u r e t e a c h e r s need t o h a v e a du a l f o c u s b e c a u s e o f t h e s i m i l a r i t i e s and d i f f e r ­ e n c e s i d e n t i f i e d a s i n f l u e n t i a l f a c t o r s f o r t r a d i t i o n a l and nontraditional career ro le teachers. One f o c u s c o u l d c o n c e n ­ t r a t e on d e v e l o p i n g m a t e r i a l s and p r o g r a m s t h a t w o u ld be a p p r o p r i a t e f o r p o t e n t i a l t e a c h e r s on t h e b a s i s o f p e r s o n a l i n t e r e s t — a p o s i t i v e i n f l u e n t i a l c a r e e r c h o ic e f a c t o r f o r both m a l e a nd f e m a l e v o c a t i o n a l a g r i c u l t u r e t e a c h e r s . A d d r e s s t h e m a l e and f e m a l e g r o u p s e p a r a t e l y t h r o u g h p r o g r a m s and m a t e r i a l s t h a t w e r e d i r e c t e d t o w a r d t h e I n f l u e n t i a l f a c t o r s f o r which t h e r e w e r e s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e s , I . e . , m o t h e r o r m o t h e r f i g u r e and p e e r o f t h e o p p o s i t e s e x f o r f e m a l e s , and h i g h s c h o o l c o u r s e s , FFA, and v o c a t i o n a l a g r i c u l ­ tu re tea c h e rs fo r m ales.1 Kl u c k m a n' s c o n c l u s i o n s e m p h a s i z e d a d e l i b e r a t e e f f o r t on b e h a l f of ad m in istrato rs, pr ogr am d e v e l o p e r s , and t e a c h e r s t o i n i t i a t e ^ D e l o r e s Kluckman, " T r a d i t i o n a l and N o n t r a d i t i o n a l C a r e e r Ro le V o c a t i o n a l A g r i c u l t u r e T e a c h e r P e r c e p t i o n o f C a r e e r C h o i c e , Work S a t i s ­ f a c t i o n , and C a r e e r P l a n s " (Ph.D. d i s s e r t a t i o n , Oregon S t a t e U n i v e r ­ s i t y , 1 9 7 9 ), pp. 9 9 - 1 0 0 . 48 a c t i v i t i e s t h a t a re designed t o a l l e v i a t e sex d i s c r i m i n a t i o n in th e vocational a g r i c u l t u r e program. The l i t e r a t u r e b a s i c a l l y c o n f i r m e d Kl uc km an 's c o m m i t m e n t t o a c t i o n b e c a u s e r em ov a l o f b a r r i e r s f o r f e m a l e s by c h a n c e d oe s n o t o c c u r . Sex d i s c r i m i n a t i o n h a s bee n t h o r o u g h l y do c u m e n t e d i n t h e l i t e r a t u r e on t h e v o c a t i o n a l a g r i c u l t u r e p ro gr a m . Some s t u d i e s h a v e a t t e m p t e d t o d e t e r m i n e i t s e f f e c t on f e m a l e s i n v o l v e d 1n t h e v o c a t i o n a l a g r i c u l t u r e pr ogr am . a factor H e n d e r s o n a t t e m p t e d t o d e t e r m i n e 1f s e x b i a s was in v o c a ti o n a l a g ric u ltu re teach ers' evaluation of th e s ta te FFA d e g r e e a p p l i c a t i o n . She f o u n d t h a t a l t h o u g h s e x b i a s e x i s t e d 1n c e r t a i n phases of th e v o c a tio n al overemphasized.^ a g r i c u l t u r e program* i t 1s o f t e n Henderson's c o n c lu s i o n s a r e very i m p o r ta n t because, d e s p i t e b a r r i e r s in t h e v o c a ti o n a l have i n d ic a te d t h a t fem a le t e a c h e r s a g r i c u l t u r e programs, may s t u d i e s do w e l l and e x p e r i e n c e a b o v e - average job s a t i s f a c t i o n . Bass c o n d u c t e d a s t u d y t o d e t e r m i n e t h e a t t i t u d e s o f a g r i c u l ­ t u r a l e d u c a t o r s t o w a r d women a s a g r i c u l t u r e t e a c h e r s 1n P e n n s y l v a n i a . He c o n c l u d e d t h a t f e m a l e a g r i c u l t u r e t e a c h e r s p e r f o r m w e l l a s t e a c h e r s and s h o u l d be e n c o u r a g e d t o e n t e r t h e p r o f e s s i o n . A summary o f B a s s ' s f i n d i n g s i s as f o ll o w s : M ost r e s p o n d e n t s a g r e e d t h a t women c o u l d p e r f o r m w e l l 1n a l l a r e a s e x c e p t l a r g e a n i m a l s (50%) and a g r i c u l t u r a l m a c h i n e r y (25.7%). The c o n s e n s u s o f o p i n i o n o f t h e r e s p o n d e n t s a l s o i n d i c a t e d t h a t women s h o u l d n o t be l i m i t e d t o o r n a m e n t a l h o r t i c u l t u r e . W h i l e 95.7% o f ^ J a n e t H e n d e r s o n , ''Sex B i a s and T e a c h e r E v a l u a t i o n o f S t a t e FFA D e gr e e A p p l i c a t i o n s , " The J o u r n a l o f t h e A m e ri c an A s s o c i a t i o n of T e a c h e r E d u c a t o r s i n A g r i c u l t u r e 22 ( J u l y 1 9 8 1 ) : 4 5 . ks t h e r e s p o n d e n t s f e l t t h a t women had good c l a s s r o o m c o n t r o l , o n l y 48.6% f e l t women c o u l d manage shop c o u r s e s . R e s u l t s a l s o showed t h a t 81.4% o f r e s p o n d e n t s f e l t t h a t women a g r i c u l t u r e t e a c h e r s c o u l d be a c c e p t e d i n t h e community. B a r r i e r s e x i s t f o r fem a le s in t h e v o c a ti o n a l pr o g ra m . The s o u r c e s o f t h e s e b a r r i e r s seem t o be: agriculture (1) t r a d i t i o n a l l y i n h e r e n t in t h e program, (2) r o l e p e r c e p t i o n s o f e x p e c t a t i o n s h e l d by fem ales fo r th e p o sitio n , (3) r o l e p e r c e p t i o n s h e l d by o t h e r s a s p e r ­ c e i v e d by f e m a l e s , and (4) r o l e e x p e c t a t i o n s o f o t h e r s a s e x p r e s s e d i n r o l e perform ance as i t r e l a t e s t o fem ale incum bents f o r th e p o s it i o n . F e m a l e a g r i c u l t u r e t e a c h e r s g e n e r a l l y do w e l l i n t h e p o s i t i o n and s h o u l d be e n c o u r a g e d t o e n t e r t h e p r o f e s s i o n . One o f t h e m o s t f r e ­ q u e n t l y q u o t e d s t a t e m e n t s s e em s t o i n d i c a t e t h a t women a r e n o t e n c o u r ­ ag e d t o e n t e r t h e p r o f e s s i o n . T h i s s e e m s t o be t h e s i n g l e f a c t o r m o s t i n d i c a t i n g s e x b i a s a s doc um e nt ed i n t h e l i t e r a t u r e . Summary The l i t e r a t u r e r e v i e w s u g g e s t e d t h a t t h e r e i s no g e n e r a l c o n s e n s u s among v o c a t i o n a l a g r i c u l t u r e t e a c h e r s . role The l i t e r a t u r e d i d i n d i c a t e t h a t t h e r e a r e some p r o g ra m a r e a s t h a t h a v e g r e a t e r c o n s e n s u s t h a n o t h e r s among t h e t e a c h e r s . T h e r e 1s a g e n e r a l c o n s e n s u s on t h e r o l e a r e a s among t e a c h e r s and e d u c a t o r s t h a t make up a t o t a l vocational a g ric u ltu re . The I n s t r u c t i o n a l p r o g ra m i s t h e a r e a t h a t h a s t h e g r e a t e s t r o l e c o n s e n s u s among t h e t e a c h e r s . and FFA r e c e i v e d mix ed r e v i e w s f ro m many s t u d i e s . ^Herman M. Bas s, "Women Education (Ju n e 1977): 281. program of A d u lt-farm er education I t is clear th at A g ric u ltu re T eachers," A g ric u ltu ra l 50 t h e s e d i f f e r e n c e s a n d / o r c o n s e n s u s a r e a s a r e r e l a t e d t o t h e au to n o m o u s n a t u r e of t h e program, g e o g ra p h ic a l s t u d y was c o n d u c t e d . I t 1s a l s o c l e a r t h a t c e r t a i n d e m o g r a p h i c v a r i ­ a b le s such a s age, school ty p e , the teacher, l o c a t i o n , and s t a t e i n whic h t h e and s o on, student enrollm ent, a ffe c t teachers' formal ed u catio n of ro le perceptions. D ra ke s u g g e s t e d t h a t r o l e c o n s e n s u s i s n o t n e c e s s a r i l y good o r bad a s l o n g a s i t d o e s n o t a f f e c t t h e a d m i n i s t r a t i v e s t r u c t u r e a n d / o r q u a l i t y o f t h e p r o g ra m . B i b l e and McComas s u g g e s t e d t h a t r o l e p e r f o r m a n c e and j o b s a t i s f a c t i o n a r e r e l a t e d t o t h e t e a c h e r ' s r o l e p erception of th e p o sitio n . I f we g i v e c r e d e n c e t o t h e a n a l y s i s of B i b l e and McComas and D r a k e , i t wo u ld l e a d one t o c o n c l u d e t h a t r o l e consensus i s b a s ic a lly n eu tral r e g a r d i n g r o l e p e r f o r m a n c e , b u t an e x t r e m e l a c k o f c o n s e n s u s ca n a d v e r s e l y a f f e c t t e a c h e r p e r f o r m a n c e , tea c h e r job s a ti s f a c ti o n , quality and o v e r a l l p ro g ra m q u a l i t y . To i n s u r e f o r t h e c l i e n t e l e of t h e a g r i c u l t u r e program, t e a c h e r p e r c e p t i o n s m u s t r e a c h a b a l a n c e b e t w e e n r o l e c o n s e n s u s and l a c k o f r o le consensus. This i s e s p e c i a l l y G etzels indicated, im p o rta n t because, ro le a c t i v i t i e s fo r a p o sitio n are esta b lish e d b e f o r e an a c t o r i s p l a c e d i n t h e r o l e . ment as t h e a c t o r , a s Guba and I f t h e t e a c h e r i s in d is a g r e e ­ i t is lik e ly th a t th is w ill be r e f l e c t e d i n r o l e performance. The r o l e o f women 1n v o c a t i o n a l a g r i c u l t u r e i s v e r y l i m i t e d , d e s p it e l e g i s l a t i o n designed t o enhance o p p o r tu n i ti e s . c u rre n t role is lim ited, it i s i m p r o v i n g and e x p a n d i n g . A lt h o u g h t h e Women's p e r f o r m a n c e i s p e r c e i v e d t o be e q u a l t o t h a t o f men, w i t h t h e e x c e p t i o n 51 of c e rta in s p e c ifie d areas. B a r r i e r s f o r women e x i s t * but the overall e f f e c t a s i t i s r e l a t e d t o p e r f o r m a n c e * empl oy men t* ad va n ce m en t* and m a l e - t e a c h e r a c c e p t a b i l i t y h a s r e c e i v e d m ix e d r e a c t i o n i n t h e literatu re. CHAPTER I I I METHODOLOGY P l a n n i n g t h e Stu dy To c o n d u c t a s t u d y t h a t i s v a l i d , duplicated, a c c e p t a b l e r e s e a r c h p r o c e d u r e s and p r a c t i c e s f o r s u r v e y s t u d i e s s h o u l d be used. research r e l i a b l e , and on e t h a t may be T h i s s t u d y was c o n d u c t e d a c c o r d i n g t o a c c e p t e d p r o c e d u r e s and p r a c t i c e s f o r s u r v e y s t u d i e s . Population I d e n t i f i c a t i o n The i d e n t i f i c a t i o n o f t h e p o p u l a t i o n was c r i t i c a l t h i s study. The p o p u l a t i o n f o r t h i s s t u d y i n c l u d e d a l l fo r planning production- a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s i n M i c h i g a n who a r e re c e iv in g a d d e d -c o s t funding. Added-cost funding r e f e r s t o t h e amount o f money 1 t c o s t t o i m p l e m e n t t h e v o c a t l o n a l - a g r i c u l t u r e p r o g r a m o v e r and beyond t h a t o f a c o r e c u r r i c u l u m social studies, salaried English, personnel, etc.). facilities, co u rse (I.e., T heoretically, math, science, t h e s e program s have a d m in istra tiv e support (lo c a l, state), and r e s o u r c e s t o c o n d u c t a p r o g ra m t h a t w i l l i n c l u d e i n s t r u c t i o n , s u p e r v i s e d o c c u p a t i o n a l e x p e r i e n c e s , and l e a d e r s h l p - d e v e l o p m e n t a c t i v i t i e s as a p a r t of t h e program. In t h e school y e a r 1984-85, t h e r e w e r e 128 p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s and 37 o r n a m e n t a l - h o r t i c u l t u r e 52 t e a c h e r s 1n M i c h i g a n . T h e r e w e r e 117 m a l e (91.4 p e r c e n t ) production- a g r i c u l t u r e t e a c h e r s and 11 f e m a l e (8.6 p e r c e n t ) p r o d u c t i o n - a g r i c u l t u r e teachers. cent) I n t h e same y e a r ( 1 9 8 4 - 8 5 ) , t h e r e w e r e 22 m a l e (59.5 p e r ­ and 15 f e m a l e (40.5 p e r c e n t ) o r n a m e n t a l - o r t i c u l t u r e t e a c h e r s . The M i c h i g a n D i r e c t o r y o f V o c a t i o n a l A g r i c u l t u r e T e a c h e r s was used t o i d e n t i f y a l l t e a c h e r s in Michigan r e c e i v i n g a d d e d - c o s t funding f o r t h e i r programs. Richard K arelse, e d u c a t i o n in M i c h i g a n , i d e n t i f i e d s ta te supervisor of a g ric u ltu ra l 128 p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s and 37 o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s i n t h e t e a c h e r d i r e c t o r y . p l a c e d a "P" by t h e names o f a l l "H” by a l l He p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s and an orn am en tal-h o rticu ltu re teachers. Sample S e l e c t i o n To o b t a i n a more e q u i t a b l e c o m p a r i s o n w i t h i n and b e t w e e n t h e t w o g r o u p s o f t e a c h e r s , a v a r i e t y o f s a m p l i n g t e c h n i q u e s w e r e us ed . stratified A s a m p l i n g p r o c e d u r e and a random s a m p l i n g t e c h n i q u e w e r e used t o s e l e c t t h e r e s p o n d e n ts in t h e p r o d u c t i o n - a g r i c u l t u r e group. Sax s u g g e s t e d t h a t t h e s t r a t i f i e d s a m p l i n g t e c h n i q u e be u s e d when t h e respondents w ill be s u b g r o u p e d b a s e d on s u c h c r i t e r i a a s a g e , s e x , and socioeconom ic s ta t u s .^ B e c a u s e s e x i s one o f t h e I n d e p e n d e n t v a r i a b l e s b e i n g s t u d i e d and t h e n um ber o f f e m a l e p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s i s s m a l l , t h e p r o d u c t i o n t e a c h e r s w e r e g r o u p e d by s e x . c a t e d t h a t w h e r e p o p u l a t i o n s a r e s m a l l and a c c e s s i b l e , may be s t u d i e d . Sax a l s o I n d i ­ the to ta l group T h i s s t u d y I n c l u d e d 100 p e r c e n t o f t h e f e m a l e (n = 11) ^ G i l b e r t Sax, P r i n c i p l e s o f E d u c a t i o n a l M e a s u r e m e n t and E v a l u a t i o n ( B e lm o n t, C a l i f . : Wadsworth P u b l i s h i n g C o . , 1 9 7 4 ) , p. 43 6 . 54 p ro d u ctio n -ag rlcu ltu re teachers. The m a l e p r o d u c t l o n - a g r l c u l t u r e t e a c h e r s w e r e t h e l a r g e s t gr ou p (n = 117); c o n s e q u e n t l y # to obtain a m o re e q u i t a b l e c o m p a r i s o n b e tw e e n t h e t w o g r o u p s , t w o - f 1 f t h s (40 p e r ­ c e n t ) o f t h e p r o d u c t i o n m a l e s (n = 48) w e r e s e l e c t e d by s y s t e m a t i c sampling. The p r o c e d u r e I n v o l v e d l i s t i n g a l l of th e p ro d u ctio n males a l p h a b e t i c a l l y and s y s t e m a t i c a l l y s e l e c t i n g e v e r y f i r s t and f o u r t h p e r s o n a p p e a r i n g on t h e 1 1 s t . Sax p o i n t e d o u t t h a t s e l e c t i n g I n d i ­ v i d u a l s by u s i n g a l p h a b e t i c a l l i s t s Involves a sm all b ia s because I n d i v i d u a l s such as s i s t e r s , b ro th ers, or in d iv id u a ls with c e rta in names ca n a f f e c t t h e c h a n c e s o f e ach p e r s o n b e i n g s e l e c t e d i n d e p e ­ ndently. A lt h o ug h t h i s b i a s c o u l d p o s s i b l y e x i s t , Sax I n d i c a t e d t h a t t h e usual r e s u l t s o f t h i s p ro ce d u re y i e l d t h e same outcome as s im p l e random s a m p l i n g . ^ S i n c e t h e o r n a m e n t a l - h o r t l c u l t u r e t e a c h e r s w e r e s m a l l 1n number (n = 37 ) and a c c e s s i b l e , a c e n s u s was s t u d i e d . Developing t h e In stru m e n t A q u e s t i o n n a i r e I n s t r u m e n t was d e v e l o p e d t o c o l l e c t t h e d a t a f o r t h i s study. theoretical Instrum ent. A partial review of th e l i t e r a t u r e provided t h e basis for th e I n itia l Item s t h a t w ere used t o s t a r t t h e T h e r e 1s c o n s i d e r a b l e d o c u m e n t a t i o n 1n t h e l i t e r a t u r e c i t i n g t h e r o l e o f t h e t e a c h e r o f a g r i c u l t u r e 1n t h e U n i t e d S t a t e s . The v o c a t i o n a l - a g r l c u l t u r e t e a c h e r 1s a " t e a c h e r , " w h i c h make s h i m / h e r p a r t of th e educational 1I b 1 d . Institution, and h e / s h e 1s a l s o a v o c a t i o n a l 55 t e a c h e r , w h ic h q u a l i f i e s h i s / h e r r o l e a s a t e a c h e r i n t h e e d u c a t i o n a l Institution. Two b a s i c p r i n c i p l e s c i t e d i n t h e l i t e r a t u r e w e r e us ed t o s e le c t the i n i t i a l item s: (1) r o l e a c t i v i t i e s o f t h e r e g u l a r c l a s s r o o m t e a c h e r a s d e f i n e d by p r o f e s s i o n a l e d u c a t o r s and (2) r o l e a c t i v i t i e s deemed t o make i n s t r u c t i o n v o c a t i o n a l , vocational educators. a s d e f i n e d by p r o f e s s i o n a l S t i l e s d e f i n e d t h e r o l e o f t h e t e a c h e r a s one t h a t i n v o l v e s a c t i v i t i e s c o n c e r n e d w i t h d i r e c t i n g l e a r n i n g and m e d i a t ­ ing t h e c u l t u r e J T e r r l e n d e fin e d t h e r o l e of t h e t e a c h e r as being t h e " h o u s e w i v e s o f t h e c u l t u r e " and t h a t o f i m p a r t i n g k n o w l e d g e .^ and W e n ri ch d e f i n e d v o c a t i o n a l Wenrich i n s t r u c t i o n a s t h o s e a c t i v i t i e s c on ­ c e r n e d w i t h t h e d e v e l o p m e n t o f manual and m e n t a l c a p a c i t i e s o f t h e person, tional a s w e l l a s t h e v a l u e s and a t t i t u d e s . instruction They p r o p o s e d t h a t v o c a ­ includes the cognitive, th e a ffe c tiv e , and t h e p s y c h o m o t o r e l e m e n t s o f b e h a v i o r ne e d ed t o d e v e l o p a c o m p e t e n t w o r k e r . ^ Evans and H e r r d e f i n e d v o c a t i o n a l I n s t r u c t i o n s as th o se concerned with providing education fo r In d iv id u a ls t h a t w ill employable. r e n d e r an i n d i v i d u a l W h il e t h e s e i n s t r u c t i o n s a r e d e s i g n e d f o r e m p l o y m e n t B i n d l e y J. (New York: Harper S tiles, e d . , The T e a c h e r s R o l e i n A m eri can S o c i e t y P u b l i s h e r s , 1 9 5 7 ) , pp. 7 3 - 8 0 . &B r o t h e r s , O ^ F r e d e r i c W. T e r r i e n , "The O c c u p a t i o n a l R o l e s o f T e a c h e r s , " The J o u rn a l o f E d u c a tio n a l S o c io lo g y 29 (September 1955): 20. ^ R a l p h C. W enrich and J . W i l l i a m W e n ri c h , L e a d e r s h i p i n A d m i n i s t r a t i o n o f V o c a t i o n a l and T e c h n i c a l E d u c a t i o n (Columbus, Ohio: C h a r l e s E. M e r r i l l P u b l i s h i n g C o . , 1 9 7 4 ) , p. 8 . purposes* t h e y a r e u s u a l l y l e s s t h a n a b a c c a l a u r e a t e d e g r e e and a r e u l t i m a t e l y interw oven w ith general education.^ A L i k e r t s c a l e was t h e t e c h n i q u e s e l e c t e d t o m e a s u r e t h e resp o n d en ts' answers. Borg and G a l l s t a t e d t h a t " L i k e r t s c a l e s a r e p r o b a b l y t h e m o s t common t y p e o f a t t i t u d e s c a l e s c o n s t r u c t e d . " 2 sc a le c o n sisted of fiv e responses. ac tiv ity th a t "defin itely W hi le (1) was used t o i n d i c a t e an s h o u l d n o t be d on e ," a r e s p o n s e o f (5) would indicate th a t the a c tiv ity d e f i n i t e l y s h o u l d be do n e . The f o l l o w i n g p r o c e d u r e s w e r e u s e d t o i m p r o v e , validate, The and e s t a b l i s h t h e r e l i a b i l i t y of t h e i n s t r u m e n t: 1. develop a j u r y 2. p i l o t t e s t th e Instrum ent 3. Cr on ba ch a l p h a t e s t f o r r e l i a b i l i t y The p u r p o s e o f t h e j u r y was t o clarify , ( p o s t hoc) v a lid a te therole a c t i v i t i e s and t o a s s i s t in t h e improvement of th e o v e ra ll q u a l i t y of t h e in stru m e n t. The j u r y c o n s i s t e d o f f o u r p r o f e s s i o n a l e d u c a t o r s . Two o f t h e s e p e o p l e were s e l e c t e d from t h e D epartm ent o f Teacher E ducation, M ichigan S t a t e U niversity, and t w o w e r e s e l e c t e d fro m t h e D e p a r t m e n t o f A g r i c u l t u r a l and E x t e n s i o n E d u c a t i o n , M ichigan S t a t e U n iv e r s ity . The s e l e c t i o n was b a s e d on t h e f o l l o w i n g minimum c r i t e r i a : ^ R u p e r t N. Evans and Edwin L. H e r r F o u n d a t i o n s o f V o c a t i o n a l E d u c a t i o n (Columbus, Ohio: C h a r l e s E. M e r r i l l P u b l i s h i n g Co., 1978), p. 3 . 2 W a l t e r R. Borg and M e r e d i t h D. G a l l , E d u c a t i o n a l R e s e a r c h : An I n t r o d u c t i o n , 3 r d e d . (New York: Longman, I n c . , 1 9 7 9 ) , p. 2 9 9 . 57 1. a minimum o f f i v e y e a r s ' c l a s s r o o m e x p e r i e n c e ( e l e m e n t a r y o r secondary) 2. a minimum o f t e n y e a r s ' e x p e r i e n c e 1n t e a c h e r 3. presently an a c t i v e p a r t i c i p a n t i n t h e p r o f e s s i o n 4. a minimum of fo u r p u b l i c a t i o n s in t h e a rea of t e a c h e r education education i n a r e f e r e e d j o u r n a l o r book Once t h e s e p e r s o n s w e r e i d e n t i f i e d , each one was g i v e n a c o v e r l e t t e r ( s e e A pp en di x A), a copy o f r e s e a r c h p u r p o s e s / o b j e c t i v e s , copy o f t h e i n s t r u m e n t . and a The i n v e s t i g a t o r v i s i t e d w i t h e ach p e r s o n a f t e r h e / s h e had r e v i e w e d t h e i n s t r u m e n t and s o l i c i t e d t h e i r i n p u t . The i n s t r u m e n t a t t h i s s t a g e was p r e p a r e d f o r p i l o t t e s t i n g . Borg and G a l l i n d i c a t e d t h a t a q u e s t i o n n a i r e s h o u l d be p r e ­ t e s t e d w i t h a g r o u p s i m i l a r t o t h e g r o u p one w i s h e s t o r e s e a r c h . The i n d i v i d u a l s u s e d i n t h e p r e t e s t i n g s h o u l d n o t be a p a r t o f t h e gr ou p studied.! T h i s po s e d a s l i g h t p r o b l e m f o r s e l e c t i n g o r n a m e n t a l - h o rtic u ltu re teachers. B e c a u s e t h i s gr o u p was s m a l l (37 t e a c h e r s ) , c e n s u s was s e l e c t e d f o r t h e s t u d y . a As a r e s u l t o f c o n s u l t a t i o n w i t h c o m m i t t e e m e m b e r s , i t was d e c i d e d t h a t f o u r v o c a t i o n a l - a g r l c u l t u r e t e a c h e r s wo ul d be s u f f i c i e n t f o r a p r e t e s t i n g g r o u p , t w o p r o d u c t i o n a g r i c u l t u r e and t w o o r n a m e n t a l h o r t i c u l t u r e . The c r i t e r i a for selec­ t io n were as fo llo w s: 1. a minimum o f t h r e e y e a r s ' c l a s s r o o m e x p e r i e n c e 2. r e c o m m e n d a ti o n fro m V-TEST c o o r d i n a t o r ( c o m p e t e n t t e a c h e r ) 1 I b i d . , p. 3 0 1 . Two p r o d u c t i o n t e a c h e r s w e r e s e l e c t e d a f t e r t h e s a m p l e s e l e c t i o n , and t w o o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s w e r e i d e n t i f i e d w i t h a s s i s t a n c e from R i c h a r d K a r e l s e , education. s t a t e supervisor of a g ric u ltu ra l As a r e s u l t o f t h e p r e t e s t , t h e f o l l o w i n g c h a n g e s w e r e made on t h e i n s t r u m e n t : 1. d e c r e a s e d t h e number o f r o l e - a c t i v i t y i t e m s from 103 t o 80 2. added a p a r t t o t h e i n s t r u m e n t t o d e t e r m i n e t h e f r e q u e n c y of execution of th e r o le 3. activ ities added a p a r t t o d e t e r m i n e p e r c e n t a g e oftim e e a ch teacher a l l o c a t e d t o e a c h pr og ram a r e a 4. added a p a r t t o d e t e r m i n e t h e I m p o r t a n c e the teachers a tt a c h e d t o each r o l e a re a The f i n a l d r a f t of th e Instrum ent c o n siste d of e ig h t p a rts ( P a r t s A t h r o u g h I ). data, P a r t A was c o n c e r n e d w i t h c o l l e c t i n g d e m o g r a p h i c and P a r t s B t h r o u g h I w e r e c o n c e r n e d w i t h t h e r o l e - a c t 1 v 1 t y a r e a s and c o n s i s t e d o f 80 t o t a l role a c tiv itie s . The I n s t r u m e n t a l s o p r o ­ v i d e d s p a c e f o r t h e c o l l e c t i o n o f d a t a c o n c e r n i n g (1) f r e q u e n c y o f execution of ro le a c t i v i t i e s , (2) t i m e a l l o c a t e d f o r e a c h p r o g ra m a r e a , and (3) I m p o r t a n c e e ach t e a c h e r a t t a c h e d t o e a ch p r o g ra m a r e a (B through I ) . A post-hoc r e l i a b i l i t y Cronbach's alpha. t e s t i n g p r o c e d u r e was c a r r i e d o u t u s i n g R e l i a b i l i t y c o e f f i c i e n t s w e r e c a l c u l a t e d f o r e a ch p a r t o f t h e i n s t r u m e n t (B t h r o u g h I ) f o r t h e r o l e - p e r c e p t i o n r e s p o n s e s 59 and t h e f r e q u e n c y o f e x e c u t i o n r e s p o n s e s . T h e s e c o e f f i c i e n t s a r e shown in Table 1• Table 1 .— Post-hoc r e l i a b i l i t y t e s t r e s u l t s . Ro le Perception Role Execution P l a n n i n g and I m p l e m e n t i n g t h e I n s t r u c t i o n a l Pro gra m f o r Secondary S tu d e n ts .80 .62 C A d v i s i n g Youth O r g a n i z a t i o n .97 .96 D S u pervising t h e Occupational E x p e r i e n c e Program .89 .84 E G u i d a n c e and C o u n s e l i n g .83 .71 F P l a n n i n g and I m p l e m e n t i n g t h e A d u l t I n s t r u c t i o n a l Pr og ram .90 .93 Working a s an E d u c a t i o n a l L e a d e r i n t h e Community .87 .83 Working a s a Member o f a Professional S ta ff .87 .82 Working a s a Member o f t h e Profession .88 .83 Instrum ent Category B G H I Pr o g ram Area The r e l i a b i l i t y c o e f f i c i e n t s f o r t h e d i f f e r e n t s e c t i o n s w e r e r e l a t i v e l y high. All o f t h e r e l i a b i l i t y c o e f f i c i e n t s f o r a l l (B t h r o u g h I) o f t h e I n s t r u m e n t w e r e .83 o r h i g h e r * sections with th e exception o f .61 ( e x e c u t i o n ) f o r p l a n n i n g and i m p l e m e n t i n g t h e i n s t r u c t i o n a l p r o g ra m f o r s e c o n d a r y s t u d e n t s and .71 ( e x e c u t i o n ) f o r g u i d a n c e and counseling. The t w o h i g h e s t r e l i a b i l i t y c o e f f i c i e n t s w e r e .97 60 (perception) f o r a d v isin g t h e youth f o r a d v is in g t h e youth o r g a n i z a t i o n . the overall o r g a n i z a t i o n and .96 ( e x e c u t i o n ) The r e l i a b i l i t y c o e f f i c i e n t f o r p e r c e p t i o n s s e c t i o n o f t h e i n s t r u m e n t was .96, th e frequency of execution. W h i l e Borg and G a l l s t u d i e s can be c o n d u c t e d s a t i s f a c t o r i l y w i t h t h e s e v a l u e s w e r e much h i g h e r . a nd .93 f o r i n d i c a t e d t h a t some a reliab ility o f .75,^ Borg i n d i c a t e d t h a t a t t i t u d e s c a l e s w i t h a r e l i a b i l i t y c o e f f i c i e n t o f .79 a r e c o n s i d e r e d t o be 1n t h e m edian r a n g e , and c o e f f i c i e n t s o f .98 a r e c o n s i d e r e d t o be h i g h on t h e attitu d e scaled of t h i s Thus, a c c o r d i n g t o Borg a nd o t h e r s , the r e l i a b i l i t y in s tr u m e n t i s high. Conducting t h e Study Securing Responses T h r e e s e t s o f m a i l i n g l a b e l s w e r e s e c u r e d from t h e D e p a r t m e n t o f A g r i c u l t u r a l and E x t e n s i o n E d u c a t i o n a t M i c h i g a n S t a t e U n i v e r s i t y . The m a i l i n g l a b e l s c o n t a i n e d a l l o f t h e names and a d d r e s s e s o f v o c a t i o n a l - a g r i c u l t u r e t e a c h e r s in Michigan. In itial m ailing, up p u r p o s e s . l e t t e r to a ll One s e t was u s e d f o r t h e and t h e o t h e r t w o w e r e u s e d f o r t h a n k - y o u and f o l l o w - The f i r s t s e t o f q u e s t i o n n a i r e s was m a i l e d w i t h a c o v e r respondents i d e n t i f i e d i n t h e s t u d y ( s e e A p p e n d i x A). The c o v e r l e t t e r was e n d o r s e d by t h e C h a i r m a n o f t h e D e p a r t m e n t o f A gricultural and E x t e n s i o n E d u c a t i o n and a p r o m i n e n t t e a c h e r e d u c a t o r 1 I b 1 d . , p. 22 8. 2 W a l t e r Borg, A p p l y i n g E d u c a t i o n a l R e s e a r c h : A P r a c t i c a l G ui de f o r T e a c h e r s (New York: Longman, I n c . , 1 9 8 1 ) , p. 9 8 . 61 in th e departm ent. All r e s p o n d e n t s w e r e a s k e d t o r e t u r n t h e q u e s t i o n ­ n a i r e i n a p r e a d d r e s s e d s t a m p e d e n v e l o p e t h a t was i n c l u d e d i n t h e I n i t i a l m ailing. To f a c i l i t a t e f o l l o w - u p # a t h r e e - d i g i t n um ber was w r i t t e n on t h e u p p e r - r i g h t - h a n d c o r n e r o f e ach i n s t r u m e n t . The f i r s t s e t o f q u e s t i o n n a i r e s was m a i l e d on November 19, 1984. The r e s p o n s e t o t h e f i r s t m a i l i n g was 49 p e r c e n t . A thank-you/rem inder l e t t e r was m a i l e d t o a l 1 r e s p o n d e n t s on December 4# 1984. m a i l i n g i n c r e a s e d t h e r e s p o n s e r a t e t o 63 p e r c e n t . The s e c o n d On December 11# 1984, t h e r e s e a r c h e r r a n d o m l y c a l l e d n o n r e s p o n d e n t s and m a i l e d a s e c o n d f o l l o w - u p l e t t e r a l o n g w i t h a n o t h e r copy o f t h e i n s t r u m e n t . increased th e o v erall r e s p o n s e r a t e t o 80 p e r c e n t . This Two o f t h e I n s t r u m e n t s w e r e u n u s a b l e and one was r e t u r n e d i n c o m p l e t e b e c a u s e t h e t e a c h e r i n d i c a t e d h e was no l o n g e r t e a c h i n g v o c a t i o n a l This brought th e t o ta l agriculture. r a t e o f u s a b l e i n s t r u m e n t s t o 78 p e r c e n t . i s w i t h i n t h e s u g g e s t e d r a n g e i n d i c a t e d by e x p e r t s . This Borg i n d i c a t e d t h a t a minimum o f 70 p e r c e n t i s n e e d ed t o p l a c e c o n f i d e n c e 1n t h e flndlngsJ Wier sma s u g g e s t e d t h a t a 75 p e r c e n t r e s p o n s e i s s u f f i c i e n t t o g e n e ra liz e th e findings t o th e population.^ K erlinger suggested t h a t a minimum o f 80 p e r c e n t i s n e e d e d t o g e n e r a l i z e t h e f i n d i n g s . ^ Table 2 shows t h e number o f r e s p o n d e n t s by p o s i t i o n g r o u p . ^Ibid.# p. 8 6 . ^ W i l l i a m Wiersma# R e s e a r c h Methods i n E d u c a t i o n ( I t a s c a # E. Pe a c o c k P u b l i s h e r s # I n c . # 1 9 7 5 ) . York : 111.: E. ^ F r e d N. K e r l i n g e r # F o u n d a t i o n s o f B e h a v i o r R e s e a r c h , 2nd ed. (New H o lt # R i n e h a r t # and Winston# 1973)# p . 4 1 4 . 62 T a b l e 2 . — Number o f r e s p o n d e n t s by p o s i t i o n g r o u p . P o s i t i o n Group Unusable Production a g r i c u lt u r e O r n a m e n ta l h o r t i c u l t u r e U nidentified Surveyed %U s a b l e 59 37 — 49% 28% 2 37 27 — 3 74 96 77% 1 - Total Usable ------ P r o c e s s i n g t h e Dat a A fter v is u a lly in sp ectin g a ll of th e in stru m en ts, i t was n e c e s s a r y t o make c e r t a i n c h a n g e s and a d d i t i o n s w i t h t w o o f t h e d e m o g r a p h i c variables. S t u d e n t e n r o l l m e n t was one o f t h e d e m o g r a p h i c v a r i a b l e s t h a t was c h a n g e d . After in sp ectin g th e instrum ents, i t was n e c e s s a r y t o c o m b i n e and e n l a r g e some o f t h e c a t e g o r i e s ( s e e A p pe nd ix A). made i t n e c e s s a r y t o s e e k a d d i t i o n a l school e n ro llm e n t. This in fo rm atio n concerning in d iv id u al I n f o r m a t i o n c o n c e r n i n g h i g h s c h o o l e n r o l l m e n t was l o c a t e d i n t h e o f f i c e o f t h e M i c h i g a n High Scho ol A t h l e t i c A s s o c i a t i o n in E a s t Lansing. I n f o r m a t i o n c o n c e r n i n g a r e a c e n t e r e n r o l l m e n t was fo un d a t t h e M ic h i g a n D e p a r t m e n t o f E d u c a t i o n , D i v i s i o n o f V o c a t i o n a l Education. I n f o r m a t i o n c o n c e r n i n g s c h o o l c o m m u ni t y c l a s s i f i c a t i o n was a l s o adde d t o t h e i n s t r u m e n t and was t a k e n from a d o c u m e n t p r o d u c e d by t h e S t a t e D e p a r t m e n t o f E d u c a t i o n ( s e e Appe ndi x A). The d a t a w e r e p r o c e s s e d by t h e S c o r i n g O f f i c e a t t h e M i c h i g a n S t a t e U n i v e r s i t y Co m put er C e n t e r . the S ta tis tic a l pr ogr am . The d a t a w e r e t h e n a n a l y z e d by u s i n g Pa c k a g e f o r t h e S o c i a l S c i e n c e s (SPSS) c o m p u t e r 63 Summary T h i s c h a p t e r d e a l t w i t h t h e p r o c e d u r e s us ed f o r p l a n n i n g and conducting t h i s study. R e le v a n t documents p e r t a i n i n g t o t h i s c h a p t e r ha v e been p l a c e d 1n t h e a p p e n d i x . th e data a n a ly s is . C h a p t e r IV p r e s e n t s t h e f i n d i n g s o f CHAPTER IV ANALYSIS AND PRESENTATION OF FINDINGS This c h a p te r p r e s e n ts t h e a n a ly s is of data concerning r o le p e r c e p t i o n , r o l e e x e c u t i o n , t i m e a l l o c a t e d t o e ach p r og ra m a r e a , and t h e Im p o rtan ce a t t a c h e d t o each area. The d a t a a n a l y s i s 1s b a s e d on e i g h t pr o g ra m a r e a s c o n s i s t i n g o f 80 r o l e a c t i v i t i e s . g r o u p s ( p r o d u c t i o n a g r i c u l t u r e and o r n a m e n t a l The p o s i t i o n h o r t i c u l t u r e ) were a n a l y z e d and c o m p a r e d on t h e e i g h t a r e a s and 80 r o l e a c t i v i t i e s . g r o u p s w e r e c o m p a r e d g e n e r a l l y and s p e c i f i c a l l y . The They w e r e c o m p a r e d g e n e r a l l y t o d e t e r m i n e 1f d i f f e r e n c e s e x i s t e d b e t w e e n th em r e g a r d i n g overall r e s p o n s e s w i t h o u t any o t h e r v a r i a b l e s b e i n g I n t r o d u c e d . w e r e c om p a r e d s p e c i f i c a l l y t o d e t e r m i n e 1 f d i f f e r e n c e s , existed, They 1f they c o u ld be a t t r i b u t e d t o s e l e c t e d Independent v a r i a b l e s . R elev an t Research Questions I t seems a p p r o p r i a t e a t t h i s tim e t o s t a t e r e l e v a n t rese a rc h q u e s t i o n s u n d e r c o n s i d e r a t i o n by t h e r e s e a r c h e r . 1. Are t h e r e d i f f e r e n c e s b e t w e e n p r o d u c t l o n - a g r l c u l t u r e and o r n a m e n t a l - h o r t l c u l t u r e t e a c h e r s concerning th e p e rc e p tio n s held f o r th e position? 6k 65 2. Are t h e r e d i f f e r e n c e s b e tw e e n p r o d u c t i o n - a g r l c u l t u r e and o r n a m e n ta l - h o r ti c u lt u r e te a c h e r s concerning t h e ex ecu tio n of r o l e activ ities? 3. Are t h e r e d i f f e r e n c e s b e tw e e n p r o d u c t i o n - a g r l c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g t i m e a l l o c a t e d t o e ach pr ogr am a r e a ? 4. Are t h e r e d i f f e r e n c e s b e tw e e n p r o d u c t l o n - a g r i c u l t u r e and o r n a m e n ta l - h o r ti c u lt u r e te a c h e r s concerning th e im portance a tta c h e d t o e a c h pr ogr am a r e a ? 5. Are t h e r e d i f f e r e n c e s b e t w e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n ta l - h o r ti c u lt u r e te a c h e r s concerning r o le p e rc e p tio n s held t h a t c a n be a t t r i b u t e d earned, to teacher c h a ra c te ris tic s (i.e., sex, age, degree a nd t e a c h i n g e x p e r i e n c e — h e r e a f t e r r e f e r r e d t o a s t e a c h e r ch aracteristics)? 6. Are t h e r e d i f f e r e n c e s be tw e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n ta l - h o r ti c u lt u r e t e a c h e r s concerning r o l e p e rc e p tio n s held t h a t ca n be a t t r i b u t e d t o s c h o o l characteristics (i.e., student enrollm ent, s c h o o l t y p e , and s c h o o l c o m m u n it y c l a s s i f i c a t i o n — h e r e a f t e r r e f e r r e d t o as school c h a r a c t e r i s t i c s ) ? 7. Are t h e r e d i f f e r e n c e s b e t w e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g r o l e e x e c u t i o n t h a t ca n be a ttrib u te d to teacher c h a ra c te ris tic s ? 8. Are t h e r e d i f f e r e n c e s b e t w e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g r o l e e x e c u t i o n t h a t ca n be a t t r i b u t e d t o school c h a r a c t e r i s t i c s ? 66 9. Are t h e r e d i f f e r e n c e s b e t w e e n p r o d u c t i o n - a g r l c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g t i m e a l l o c a t e d t o e a ch pr og ra m a r e a t h a t c a n be a t t r i b u t e d t o t e a c h e r c h a r a c t e r i s t i c s ? 10. Are t h e r e d i f f e r e n c e s b e tw e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g t i m e a l l o c a t e d t o e ach pr og ra m a r e a t h a t can be a t t r i b u t e d t o s c h o o l c h a r a c t e r i s t i c s ? C h a r a c t e r i s t i c s o f t h e Res pon de nts . 1n t h e P o s i t i o n Groups The r e s p o n d e n t s w e r e g r o u p e d and a r e d e s c r i b e d 1n t h e f o l l o w i n g paragraphs according to th e fo llo w in g c h a r a c t e r i s t i c s : (1) t e a c h e r t y p e * (2 ) s e x , (3) a g e , (4 ) d e g r e e e a r n e d , (5) t e a c h i n g e x p e r i e n c e , (6) s t u d e n t e n r o l l m e n t , (7) t y p e o f s c h o o l , and (8) s c h o o l c o m m u n it y classification. The d a t a 1n T a b l e 3 I n d i c a t e t h e t e a c h e r t y p e and s e x . The o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s made up 36.5 p e r c e n t o f t h e t o t a l group, w h i l e 63.5 p e r c e n t o f t h e t o t a l a g rlc u ltu re teachers. teach ers group were p r o d u c t i o n - The p e r c e n t a g e s o f m a l e and f e m a l e h o r t i c u l t u r e w e r e b a s i c a l l y t h e same, 55.6 and 44.4 p e r c e n t , The p r o d u c t i o n m a l e s co mpo se d 51.4 p e r c e n t o f t h e t o t a l p e rc e n t of th e production teach ers. g r o u p and 80.9 I t was v e r y a p p a r e n t t h a t t h e p r o d u c t i o n f e m a l e s made up t h e s m a l l e r g r o u p . t e a c h e r s made up 12.2 p e r c e n t o f t h e t o t a l t h e p r o d u c t i o n gr ou p. respectively. The f e m a l e p r o d u c t i o n g r o u p and 19.1 p e r c e n t o f I t s h o u l d be n o t e d t h a t 100 p e r c e n t o f t h e p r o d u c t i o n f e m a l e s and h o r t i c u l t u r e t e a c h e r s w e r e I n c l u d e d 1n t h i s study. 67 T a b l e 3 . — T e a c h e r t y p e and s e x . Male % No. Ornamenta l h o rticulture Production a g r i c u l t u r e Total Female Total % No. 15 28.3 12 57 .1 27 36.5 38 71.7 9 42.9 47 63.5 53 10 0 .0 21 10 0.0 74 1 0 0 .0 The ag e o f t h e r e s p o n d e n t s i s p r e s e n t e d i n T a b l e 4. d i s t r i b u t i o n o f t h e t w o g r o u p s was v a r i e d . t e a c h e r s u n d e r 25 y e a r s o f a g e , teachers. The age T h e r e w e r e no h o r t i c u l t u r e w h ile t h e r e were s i x pro d u ctio n S i x t y - s i x and t h r e e - t e n t h s p e r c e n t o f t h e t o t a l l e s s t h a n 40 y e a r s o f age. % No. g ro u p w e r e Seventy-four p ercen t of th e ornam ental- h o r t i c u l t u r e t e a c h e r s w e r e l e s s t h a n 40 y e a r s o f age. S i x t y - o n e and s e v e n - t e n t h s p e r c e n t o f t h e p r o d u c t i o n t e a c h e r s w e r e l e s s t h a n 40 y e a r s o f age. Only 20.3 p e r c e n t o f t h e t o t a l g r o u p w e r e 45 y e a r s o r o l d e r . O v e r a l l , t h e g r o u p o f t e a c h e r s s t u d i e d was r e l a t i v e l y young. T able 5 p r e s e n t s d a ta con cern in g t h e le v e l of formal e d u c a tio n of t h e te a c h e r groups. T h i s t a b l e i n d i c a t e s t h a t 43 p e r c e n t o f t h e t e a c h e r s s t u d i e d h e ld a m a s t e r 's degree. percent of th e to ta l It is i n t e r e s t i n g t h a t 51.4 g r o u p had a b a c h e l o r ' s d e g r e e . S e v e n t y - o n e and o n e -te n th p e rc e n t o f t h e t e a c h e r s h o ld in g t h e b a c h e lo r's degree were p ro d u ctio n -ag ricu ltu re teachers. Three te a c h e r s held t h e e d u catio n s p e c i a l i s t s d e g r e e , and no t e a c h e r s h e l d t h e d o c t o r a t e d e g r e e . 68 T a b l e 4 . — Age and p o s i t i o n g r o u p . H orticulture Age No. 25 o r u n d e r 26-29 30-34 35-39 40- 44 45 -4 9 50-54 55 and o v e r Total No te : % Production % No. Total % No. 0 3 12 5 3 1 1 2 0.0 11.1 44.4 18.5 11.1 3.7 3.7 7.4 6 8 7 8 7 3 3 5 12.8 17.0 14.9 1 7 .0 14.9 6.4 6.4 1 0 .6 6 11 19 13 10 4 4 7 8.1 14.9 25.7 17.6 13.5 5.4 5.4 9.5 27 10 0 .0 47 10 0 .0 74 10 0 .0 Some o f t h e p e r c e n t a g e co lu m ns w e r e ro und ed o f f t o t h e n e a r e s t hundredth. T a b l e 5 . — Level o f f orm al e d u c a t i o n by p o s i t i o n g r o u p . H orticulture Level o f E d u c a t i o n No. Le s s t h a n a b a c h e l o r ' s B ach elo r's M aster's Ed. S p e c i a l i s t Doctorate Total % Production No. % Total % No. 1 11 13 2 0 3.7 40.7 4 8 .1 7.4 0.0 0 27 19 1 0 0.0 57.4 40.4 2.1 0.0 1 38 32 3 0 1.4 51.4 43.2 4.1 0.0 27 100 .0 47 10 0 . 0 74 100.0 Table 6 p r e s e n ts da ta concerning te a c h in g experience. T hirty- t h r e e and e i g h t - t e n t h s p e r c e n t o f t h e t e a c h e r s had 15 y e a r s o r mo re teaching experience. F i f t y - t w o and s e v e n - t e n t h s p e r c e n t o f t h e t o t a l 69 g r o u p o f t e a c h e r s had l e s s t h a n t e n y e a r s o f t e a c h i n g e x p e r i e n c e . F o r t y - e i g h t and o n e - t e n t h p e r c e n t o f t h e h o r t i c u l t u r e t e a c h e r s had f i v e t o nine y e a rs of teach in g experience, gory f o r h o r t i c u l t u r e t e a c h e r s . The p r o d u c t i o n t e a c h e r s w e r e b a s i c a l l y evenly d i s t r i b u t e d throu g h o u t a l l groups were compared, wh ic h made up t h e l a r g e s t c a t e ­ of th e c a te g o r ie s . When t h e t w o 1 t was e v i d e n t t h a t t h e p r o d u c t i o n t e a c h e r s w e r e m o re e x p e r i e n c e d . Table 6 . — Years of te a c h in g e x p e rie n c e . H orticulture Production Total Years o f E xperience No. % 0 years 1-4 y e a r s 5-9 years 10-14 y e a r s 15-19 y e a r s 20 and o v e r 0 4 13 6 1 3 0.0 14.8 48.1 22.2 3.7 11.1 3 8 11 4 10 11 6.0 17.0 23.4 8.5 21.3 23.4 3 12 24 10 11 14 4.1 1 6 .2 32.4 13.5 14 .9 18.9 Total 27 1 0 0 .0 47 1 00 .0 74 1 0 0 .0 No. % % No. T a b l e 7 p r e s e n t s d a t a c o n c e r n i n g s t u d e n t e n r o l l m e n t by p o s i t i o n group. The d a t a c o n c e r n i n g s t u d e n t e n r o l l m e n t w e r e v e r y i n t e r e s t i n g when t h e t w o p o s i t i o n g r o u p s w e r e c o m p a r ed . As t h e r e s e a r c h e r e x p e c t e d , m o s t p r o d u c t i o n p r o g r a m s w e r e i n s m a l l e r s c h o o l s , and o r n a m e n t a l - h o r t i c u l t u r e programs were lo c a te d in l a r g e r schools. S i x t y - e i g h t p e r c e n t o f t h e p r o d u c t i o n t e a c h e r s w e r e f o u n d 1n s c h o o l s t h a t had 749 o r f e w e r s t u d e n t s . I t was a l s o i n t e r e s t i n g t h a t 38 70 percent of a ll 500 s t u d e n t s , p r o d u c t i o n t e a c h e r s w e r e i n s c h o o l s t h a t had f e w e r t h a n w h i l e 59.2 p e r c e n t o f a l l h o r t i c u l t u r e t e a c h e r s were em p l o y e d i n s c h o o l s h a v i n g 1, 000 o r mo re s t u d e n t s . T a b l e 7 . — S t u d e n t e n r o l l m e n t by p o s i t i o n g r o u p . H orticulture Production Total S tu d e n t Enrollment No. 0 - 249 2 5 0 - 499 5 0 0 - 749 7 5 0 - 999 1,000-1,249 1,250-1,499 1,500-1,999 2,000-2,499 2 , 5 0 0 o r more Total % No. % % No. 0 0 4 7 6 2 3 4 1 0.0 0.0 14.8 25.9 22.2 7.4 11.1 14.8 3.7 6 18 8 10 1 1 2 1 0 12.8 383 17 .0 21.3 2.1 2.1 4.3 2.1 0.0 6 18 12 17 7 3 5 5 1 8.1 243 16.2 23.0 9. 5 4.1 6.8 6.8 1.4 27 100.0 a 47 100.0 74 100.0 a aRounded o f f t o t h e n e a r e s t h u n d r e d t h . T a b l e 8 p r e s e n t s d a t a c o n c e r n i n g t h e s c h o o l t y p e by p o s i t i o n gr o u p . A c c o r d i n g t o t h e s e d a t a , 77.8 p e r c e n t o f a l l ornam ental- h o r t i c u l t u r e te a c h e rs were lo c a te d in area vocational education centers, and 91.5 p e r c e n t o f a l l high sch o o ls. p roduction te a c h e r s were lo c a te d 1n T h e r e w e r e t h r e e t e a c h e r s who work ed a t b o t h hi gh s c h o o l s and a r e a v o c a t i o n a l education c e n te rs . T a b l e 9 p r e s e n t s d a t a c o n c e r n i n g s c h o o l c o m m u n it y c l a s s i f i c a t i o n by p o s i t i o n gr oup. S 1 x t y - f 1 v e and t w o - t e n t h s p e r c e n t o f t h e p r o d u c t i o n t e a c h e r s w e r e em p l o y e d i n r u r a l c o m m u n i t i e s , w h i l e 92.5 p e r c e n t o f a l l 71 h o r t i c u l t u r e t e a c h e r s w e r e em p l o y e d in u r b a n a r e a s . p ro d u ctio n te a c h e r s in t h e m e tr o p o lita n category# all w h i l e 37.0 p e r c e n t o f h o r t i c u l t u r e t e a c h e r s were in t h i s category. teachers T h e r e w e r e no Only t w o h o r t i c u l t u r e ( 7 . 4 p e r c e n t ) w e r e employed i n t h e r u r a l c a t e g o r y . T a b l e 8 . — School t y p e by p o s i t i o n g r o u p . H orticulture Production Total School Type % No. Area c e n t e r High s c h o o l Both o f abov e Total % No. 2 % No. 21 5 1 77.8 1 8 .5 3.7 43 2 4.3 91.5 4.3 23 48 3 31.1 64.9 4.1 27 100.0 47 100.0a 74 100.0a a Rounded o f f t o n e a r e s t h u n d r e d t h * T a b l e 9 . — Community c l a s s i f i c a t i o n by p o s i t i o n gro up H orticulture • Production Total Type o f Community No. M etropolitan City Town Urban f r i n g e Rural Total % No. % No. % 10 6 4 5 2 37.0 22.2 14.8 18.5 7.4 0 2 12 2 30 0.0 4.3 26.1 4.3 65.2 10 8 16 7 32 1 3 .7 11.0 21.9 9.6 43.8 27 100.0 a 46 100.0a 73 100.0 aRounded o f f t o t h e n e a r e s t h u n d r e d t h . 72 Hypothesis T esting The s t a t i s t i c s u s e d f o r h y p o t h e s i s t e s t i n g w e r e m u l t i v a r i a t e a n a l y s i s of v a ria n c e (one-way, tw o-w ay), u n i v a r i a t e a n a l y s i s of v a r i a n c e , and means. Hays s u g g e s t e d t h a t m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e c a n be u s e d when t h e r e s e a r c h e r would l i k e t o a n a l y z e more t h a n on e d e p e n d e n t v a r i a b l e a t one t i m e . He s u g g e s t e d t h a t u n i v a r i a t e a n a l y s i s o f v a r i a n c e c a n be u s e d t o a n a l y z e s e v e r a l by one i n d e p e n d e n t v a r i a b l e . v ariables. dependent v a ria b le s This re s e a rc h involved e i g h t dependent I t was deemed a p p r o p r i a t e t o u s e m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e and u n i v a r i a t e a n a l y s i s o f v a r i a n c e b e c a u s e t h e r e s e a r c h d e s i g n c a l l e d f o r a n a l y s i s t h a t i n v o l v e d one I n d e p e n d e n t v a r i a b l e by s e v e r a l d e p e n d e n t v a r i a b l e s and o ne o r t w o i n d e p e n d e n t v a r i a b l e s by several dependent v a ria b le s . Hays a l s o i n d i c a t e d t h a t by u s i n g m u l t i v a r i a t e a n a l y s i s i n s t e a d o f a s e r i e s of u n i v a r i a t e a n a ly s e s of v a r i a n c e t h e r e s e a r c h e r d e c r e a s e s t h e c h a n c e o f Type I e r r o r i n hypothesis te s tin g .^ K e r l i n g e r s u g g e s t e d t h a t m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e ca n be u s e d i f t h e r e s e a r c h e r d e s i r e s t o a n a l y z e s e v e r a l a b l e s by s e v e r a l dependent v a r i ­ I n d e p e n d e n t v a r i a b l e s a t t h e sa m e t i m e . He a l s o i n d i c a t e d t h a t t h i s t e c h n i q u e i s s u p e r i o r t o u n i v a r i a t e a n a l y s i s of v a r i a n c e when t h e r e s e a r c h e r h a s m o re t h a n one d e p e n d e n t and one I n d e ­ p e n d e n t v a r i a b l e t h a t a r e t o be a n a l y z e d s i m u l t a n e o u s l y . K erlinger a l s o c o n c u r r e d w i t h Hays I n t h a t t h i s met ho d ( m u l t i v a r i a t e ) d e c r e a s e s ^ W i l l i a m L. Hays, S t a t i s t i c s , 3 r d e d . R i n e h a r t , and W i n s t o n , 1 9 8 1 ) , p p . 4 3 0 , 53 1. (New York: H olt, 73 t h e c h a n c e o f Type I e r r o r v e r s u s o n e u s i n g a s e r i e s o f u n i v a r i a t e analyses.^ The u n i v a r i a t e a n a l y s i s 1s e m p l o y e d a f t e r e a ch m u l t i v a r i a t e a n a ly s is to d e te c t s p e c i f i c areas of d iffe re n c es. Blom mer s, Forsyth# and o t h e r s a g r e e d t h a t means c a n be us ed t o m easure d i f f e r e n c e s between groups.^ Means w e r e u s e d 1n t h i s s t u d y t o m e a s u r e d i f f e r e n c e s b e t w e e n t h e t e a c h e r s on one p a r t o f t h e d a t a (Im portance a tt a c h e d t o t h e program). One-way MANOVA was em p l o y e d t o t e s t H y p o t h e s e s 1, 9 , and 17. The t w e n t y - f i f t h h y p o t h e s i s was t e s t e d by e s t a b l i s h i n g a s i g n i f i c a n c e level u s i n g means. M u l t i v a r i a t e a n a l y s i s o f v a r i a n c e ( tw o - w a y ) was used t o t e s t t h e rem ain in g h y p o th ese s. The d e p e n d e n t v a r i a b l e s f o r t h i s s t u d y I n c l u d e d a l l t h e pro gra m a r e a s l i s t e d on t h e s u r v e y I n s t r u m e n t : 1. P l a n n i n g and I m p l e m e n t i n g t h e I n s t r u c t i o n a l secondary s tu d e n ts 2. Advising youth o r g a n i z a t i o n s 3. S u p e r v i s i n g o c c u p a t i o n a l e x p e r i e n c e pr ogram 4. G u i d a n c e and c o u n s e l i n g 5. Adult I n s t r u c t i o n a l pr og ra m f o r pr ogram V r e d N. K e r l i n g e r , F o u n d a t i o n s o f B e h a v i o r a l R e s e a r c h , 2nd ed. (New York: H o l t , R i n e h a r t , and W in s t o n , 1 9 7 3 ) , p. 149. J ^-Paul Blommers and R o b e r t F o r s y t h , E l e m e n t a r y S t a t i s t i c a l Methods ( A t l a n t a : H o u g h t o n _ M I f f l1 n C o . , 1 9 7 7 ) , pp. 1 0 4 - 1 2 3 . 74 6. E d u c a t i o n a l l e a d e r 1n community 7. Member o f a p r o f e s s i o n a l s t a f f 8. Member o f t h e p r o f e s s i o n The I n d e p e n d e n t v a r i a b l e s w e r e t e a c h e r t y p e , sex, age, degree earned, y ears of tea c h in g ex p erien ce, s tu d e n t e n ro llm e n t, type school, school c o m m u n ity c l a s s i f i c a t i o n . H y p o t h e s e s 1, 9 , 17, and 25 I n v o l v e d one Ind ep en d en t v a r i a b l e ( te a c h e r ty p e) t e s t e d v a r i a b l e s ( p ro gr a m a r e a s ) . and by e i g h t d e p e n d e n t The r e m a i n i n g h y p o t h e s e s I n v o l v e d t w o I n d e ­ pendent v a r i a b le s (te a ch e r type x sex, age, e t c . ) and a l l e i g h t depen d­ e n t variables. To d e v e l o p a p r o p e r s y s t e m f o r h y p o t h e s i s t e s t i n g , t w o I n t e r v i e w s w e r e c o n d u c t e d w i t h Dr. Houang, p r o f e s s o r and s t a t i s t i c i a n a t t h e M ic h i g a n S t a t e U n i v e r s i t y Co m p u t er C e n t e r . Dr. Houang I n d i c a t e d t h a t 1n o r d e r t o t e s t f o r t h e e f f e c t o f t e a c h e r t y p e s i m u l t a n e o u s l y with another Independent v a r i a b le , h y p o t h e s e s 1n a s p e c i f i c s e q u e n c e . design a p r o c e d u r e s h o u l d be us ed t o t e s t He I n d i c a t e d t h a t t h i s t y p e o f I n v o l v e s an I n t e r a c t i o n e f f e c t . Dr. Houang I n d i c a t e d t h a t t h e In te ra c tio n e f f e c t (teach er type x independent v a ria b le ) tested f ir s t. s h o u l d be I f t h e I n t e r a c t i o n e f f e c t was s i g n i f i c a n t , the r e s e a r c h e r should s to p th e t e s t i n g p ro ced u re f o r t h o s e two Independent variables. I f t h e I n t e r a c t i o n e f f e c t was n o t s i g n i f i c a n t , the r e s e a r c h e r s h o u l d t e s t f o r t h e e f f e c t o f t h e I n d e p e n d e n t v a r i a b l e ( se x , age, stu d en t enrollm ent, v a r i a b l e was s i g n i f i c a n t , e tc .) alone. I f t h e e f f e c t of t h e Independent th e t e s t i n g should stop. t h e v a r i a b l e was n o t s i g n i f i c a n t , I f t h e e f f e c t of t h e r e s e a r c h e r s h o u l d t e s t t h e main 75 effect. The main e f f e c t t h r o u g h o u t t h i s s t u d y was t e a c h e r t y p e and was t e s t e d l a s t in t h e t e s t i n g sequence. T h i s t y p e o f p r o c e d u r e was s u g ­ g e s t e d b e c a u s e t h e c e l l s w e r e n o t i n d e p e n d e n t and I n t e r a c t i o n e f f e c t may hav e c o n f o u n d e d m ai n e f f e c t s . This a ls o a p p lie d t o th e e f f e c t of t h e s e c o n d i n d e p e n d e n t v a r i a b l e a s t h e e f f e c t o f t h i s v a r i a b l e may a l s o ha v e c o n f o u n d e d m ain e f f e c t s . out t h i s chapter. T h i s g e n e r a l model was f o l l o w e d t h r o u g h ­ I t s h o u l d be n o t e d t h a t t h e r e w e r e s p e c i a l c a s e s 1n w h ic h t h e r e s e a r c h e r d i d n o t f o l l o w t h i s m odel. The f o l l o w i n g model was us ed f o r t e s t i n g h y p o t h e s e s u s i n g t w o i n d e p e n d e n t v a r i a b l e s by e ig h t dependent v a ria b le s : 1. Interaction e ffect (te a ch e r type x independent v a r ia b le ) 2. Main e f f e c t f o r i n d e p e n d e n t v a r i a b l e 3. Main e f f e c t f o r t e a c h e r t y p e Hypotheses co ncerning r o l e p e rc e p tio n were t e s t e d f i r s t * r o le execution s e c o n d , t i m e a l l o c a t i o n t h i r d , and t h e I m p o r t a n c e a t t a c h e d t o t h e program f o u r t h . Role P e rc e p tio n M u l t i v a r i a t e a n a l y s i s o f v a r i a n c e (o n e- w a y ) was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by r o l e p e r c e p t i o n . Primary H ypothesis Ho 1: T h e r e 1s no d i f f e r e n c e b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p ro d u c tio n -a g ric u ltu re te a c h e rs concerning r o le p ercep tio n s held f o r th e p o s itio n of th e v o c a t i o n a l - a g r i c u l t u r e te a c h e r. 76 T a b l e 10.— One-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e f o r t h e e f f e c t o f t e a c h e r t y p e by r o l e p e r c e p t i o n . Effect Main ( t e a c h e r t y p e ) F df S1gn1f. of F T e s t Name 10.27181 8,65 0* Wilk s * S i g n i f i c a n t a t alpha < .05. The m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e t e s t i n d i c a t e d t h a t t h e r e was a s i g n i f i c a n t d i f f e r e n c e b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s when t e s t e d a t a l p h a < .05. critical o f 0. The v a l u e f o r t h e F - d i s t r i b u t i o n was 10.27181 w i t h a p r o b a b i l i t y Th us, t h i s led t o r e je c tio n of th e null hypothesis. The u n i v a r i a t e a n a l y s i s o f v a r i a n c e shown i n T a b l e 11 i n d i c a t e d t h a t t h e s p e c i f i c a r e a s o f d i f f e r e n c e w e r e a d v i s i n g y o u t h o r g a n i z a t i o n s and s e r v i n g a s an e d u c a t i o n a l l e a d e r i n t h e comm uni ty . I t was c o n c l u d e d t h a t r o l e p e r c e p t i o n s h e l d d i f f e r e d by p o s i t i o n g r o u p . T a b l e 1 1 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by r o l e perception. Effect Advising youth organizations Educational l e a d e r i n community (MS) Between (MS) Within df 29.76112 .62049 1,72 4 7 .9 6 3 6 3 2.26902 . 53 19 2 1,72 4.26572 ^ S i g n i f i c a n t a t al ph a < . 0 5 . F S ignif. of F 0* .0 42 49 * 77 Due t o t h e r e j e c t i o n o f t h e n u l l h y p o t h e s i s , t h e d a t a w e r e f u r t h e r a n a l y z e d by c o m p a r i n g t h e means o f e a ch p r o g ra m a r e a 1n which d i f f e r e n c e s w e r e found. An e x a m i n a t i o n o f t h e mean s c o r e s f o r a d v i s i n g y o u t h o r g a n i z a t i o n s r e v e a l e d t h a t p r o d u c t i o n t e a c h e r s had t h e h i g h e r mean (4 .4 8) , w h i l e h o r t i c u l t u r e t e a c h e r s had t h e l o w e r mean (3.16). The mean f o r p r o d u c t i o n t e a c h e r s was 1 3 2 h i g h e r t h a n t h e mean f o r h o r tic u ltu re teachers. The means f o r t h e t e a c h e r s ’ r o l e a s e d u c a t i o n a l l e a d e r i n t h e c om m uni ty r e v e a l e d t h a t t h e p r o d u c t i o n t e a c h e r s had t h e h i g h e r mean (3.98) w h i l e t h e h o r t i c u l t u r e t e a c h e r s had t h e l o w e r mean (3.61). The mean o f t h e p r o d u c t i o n t e a c h e r s was .37 h i g h e r t h a n t h e mean f o r h o r t i c u l t u r e t e a c h e r s . (Means f o r a l l p r o g r a m a r e a s may be ex a mi ne d i n Appendi x C .) M u l t i v a r i a t e a n a l y s i s o f v a r i a n c e ( t w o -w a y ) was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by s e x w i t h r e s p e c t t o r o l e perceptions. all P r o b a b i l i t y d a t a c o n c e r n i n g r o l e p e r c e p t i o n by s e x and o t h e r i n d e p e n d e n t v a r i a b l e s may be f o u n d 1n A pp en di x B. Secondary H ypothesis (Teacher C h a r a c t e r i s t i c ) Ho 2 : T h e r e 1s no d i f f e r e n c e i n t h e r o l e p e r c e p t i o n s h e l d b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n a g r i c u l t u r e t e a c h e r s b a s ed on s e x . 78 T a b l e 1 2 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s e x w i t h r e s p e c t to ro le perception. Effect Main ( t e a c h e r t y p e ) F df S lgnif. of F T e s t Name 10.91471 8,63 0* W ilk s * S 1 g n 1 fle a n t a t alpha < .05. The m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e (t w o -w a y ) I n d i c a t e d a s i g n i f i c a n t m ai n e f f e c t f o r t e a c h e r t y p e when t e s t e d a t a l p h a < .05. The c r i t i c a l v a l u e f o r t h e F - d 1 s t r 1 b u t 1 o n was 10.91471 w i t h a p r o b a b i l i t y o f 0. hypothesis. Thus, t h i s led to th e re je c tio n of the null I t was c o n c l u d e d t h a t p r o d u c t i o n m a l e s d i f f e r e d from h o r t i c u l t u r e m a l e s , and p r o d u c t i o n f e m a l e s d i f f e r e d f ro m h o r t i c u l t u r e fem ales. The u n i v a r i a t e a n a l y s i s o f v a r i a n c e shown 1n T a b l e 13 I n d ic a te d t h a t t h e s p e c i f i c a r e a s t h a t d i f f e r e d were a d v is in g youth o r g a n i z a t i o n s and s e r v i n g a s an e d u c a t i o n a l l e a d e r 1n t h e community. T a b l e 1 3 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s e x w i t h r e s p e c t t o r o l e p e r c e p t i o n s h e l d , main e f f e c t ( t e a c h e r type). E ffect Advising youth organizations Educational le a d e r 1n community (MS) Between (MS) Within df 29.76110 .6 05 80 1,70 49.12729 2.26902 .54323 1,70 4.17687 * S i g n i f i c a n t a t al p h a < . 0 5 . F S1gn1f. of F 0* .04474* 79 Since t h e null h y p o t h e s i s was r e j e c t e d * t h e d a t a f o r a d v i s i n g y o u t h o r g a n i z a t i o n s and s e r v i n g a s e d u c a t i o n a l l e a d e r i n c om m u ni t y w e r e f u r t h e r a n a l y z e d by p l o t t i n g t h e means ( F i g u r e s 3 and 4). m a l e s (4.49) w e r e h i g h e r t h a n h o r t i c u l t u r e m a l e s (3.42)* fem ales (4.44) were h ig h e r th a n Production and p r o d u c t i o n h o r t i c u l t u r e f e m a l e s (2.84). O verall, p r o d u c t i o n t e a c h e r s had t h e h i g h e s t means and h o r t i c u l t u r e f e m a l e s had t h e lo w e s t of t h e fo u r groups. The means f o r e d u c a t i o n a l leadership we r e p l o t t e d ( F i g u r e 4) , and p r o d u c t i o n m a l e s and f e m a l e s had t h e h i g h e s t means. P r o d u c t i o n t e a c h e r s had t h e h i g h e s t mean (3.99), w h i l e h o r t i c u l t u r e f e m a l e s had t h e l o w e s t . M u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by a g e w i t h r e s p e c t t o r o l e p e r c e p t i o n s held. Secondary H ypothe sis (T eacher C h a r a c t e r i s t i c ) Ho 3 : T h e r e i s no d i f f e r e n c e i n t h e r o l e p e r c e p t i o n s h e l d b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t l o n - a g r i c u l t u r e t e a c h e r s b a s e d on a g e . T a b l e 1 4 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by a g e w i t h r e s p e c t t o r o l e perception. Effect Main ( t e a c h e r t y p e ) F 9.92398 * S 1 g n i f l e a n t a t alpha < . 0 5 . df S ignlf. of F T e s t Name 8,52 .00 0 2 9 * W ilk s 80 5 4 3 2 Prod. Hort. 1 □ F M Figure 3 . — Role p e r c e p t i o n : by s e x . A d v is in g youth o r g a n i z a t i o n s , 5 4 3 2 Prod. Hort. ] □ Figure A . - - R o l e p er c ep ti o n : Educational c o mmu n i t y , by s e x . leadership in t h e 81 The m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e ( t w o -w a y ) I n d i c a t e d a s i g n i f i c a n t mai n e f f e c t f o r t e a c h e r t y p e when t e s t e d a t a l p h a < .05. The c r i t i c a l v a l u e f o r t h e F - d 1 s t r i b u t i o n was 9. 92 39 8 w i t h a p r o b a b i l ­ i t y o f .00029. The n u l l h y p o t h e s i s was r e j e c t e d . I t was c o n c l u d e d t h a t t e a c h e r s o f t h e same a g e d i f f e r e d by p o s i t i o n g r o u p . The u n i v a r i ­ a t e a n a l y s i s o f v a r i a n c e I n d i c a t e d t h a t t h e p o s i t i o n g r o u p s d i f f e r e d on a d v i s i n g y o u t h o r g a n i z a t i o n s and s e r v i n g a s an e d u c a t i o n a l t h e comm un ity . l e a d e r 1n Thes e d a t a may be e x a m i n e d 1n T a b l e 15. T a b l e 1 5 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by age w i t h r e s p e c t t o r o l e p e r c e p t i o n s h e ld * m ain e f f e c t ( t e a c h e r type). Effect Adv1s1ng y o u t h organizations Educational le a d e r i n co mmunity (MS) Between (MS) W ithin df 29.76112 .683 20 1,59 43.56139 .0 00 12 * .48676 1,59 4. 66148 .03492* 2. 26902 F S1gn1f. of F ^ S ig n if ic a n t a t alpha < .05. Due t o t h e r e j e c t i o n o f t h e n u l l hypothesis* t h e data were f u r t h e r a n a l y z e d by p l o t t i n g t h e mean s o f e a ch p r o gr a m a r e a w h e r e d i f f e r e n c e s w e r e fou nd ( F i g u r e s 5 and 6). When t h e mean s w e r e p l o t t e d f o r a d v i s i n g y o u t h o r g a n i z a t i o n s ( F i g u r e 5)» a l l had t h e h i g h e s t means. h i g h e s t mean (4.78), production tea c h e rs over­ The p r o d u c t i o n g r o u p a g e d 3 0 - 3 4 had t h e w h i l e t h e 3 5 - 3 9 g r o u p had t h e l o w e s t mean. The 82 5 Prod. 4 Hort. 3 2 D F i g u r e 5 . — Ro l e p e r c e p t i o n : by a g e . Advi si ng youth o r g a n i z a t i o n s , 5 Prod. Hort. 4 3 2 D Figure 6 . - - R o l e p er c ep tio n: Educational communi t y , by a g e . leadership in t h e 83 h i g h e s t mean f o r t h e h o r t i c u l t u r e g r o u p was 3 . 8 7 , y e a r o l d gr oup . h e l d by t h e 5 0 - 5 4 I t s h o u l d be n o t e d t h a t o n l y one p e r s o n was 1n t h i s g r o u p and t h a t t h e l a r g e s t g r o u p o f h o r t i c u l t u r e t e a c h e r s r e s p o n d i n g w e r e 3 0 - 3 4 y e a r s o f age. (n = 12) T h i s g r o u p had a mean o f 3.2 6. The s e c o n d l a r g e s t h o r t i c u l t u r e g r o u p (n = 5) h a d a mean o f 2.72 and was 3 5 - 3 9 y e a r s o f age. h e l d t h e l o w e s t mean. The 3 5 - 3 9 ag e g r o u p o f h o r t i c u l t u r e t e a c h e r s For bo t h g r o u p s t h e r e s p o n d e n t s 3 5 - 3 9 y e a r s o f a ge had t h e l o w e s t means, t h e two. w ith t h e p ro d u c tio n group being t h e h ig h e r o f The means f o r e d u c a t i o n a l le a d e r s h i p were p l o tt e d ( F i g u r e 6), and o n l y one age g ro u p ( 3 5 - 3 9 y e a r s ) o f h o r t i c u l t u r e t e a c h e r s w e r e h igher than production tea c h e rs. The h o r t i c u l t u r e t e a c h e r s i n t h i s g r o u p had a mean o f 4 .0 3 , w h i l e t h e p r o d u c t i o n t e a c h e r s had a mean o f 3.60. T h i s was t h e l o w e s t mean f o r any p r o d u c t i o n g r o u p . mean f o r t h e p r o d u c t i o n g r o u p was 4 . 4 3 , h e l d by t h e 55> g r o u p , was a l s o t h e h o r t i c u l t u r e g r o u p w i t h t h e h i g h e s t mean. f o r p r o d u c t i o n t e a c h e r s was 3 .5 9 , The h i g h e s t and t h i s The l o w e s t mean h e l d by t h e 4 0 - 4 4 ag e g r o u p . Th e se d a t a may be exami ned by v i e w i n g F i g u r e 6 . M u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by d e g r e e e a r n e d w i t h r e s p e c t t o r o l e p ercep tio n s held. S e c o n d a ry H y p o t h e s i s ( T e a c h e r C h a r a c t e r i s t i c ) Ho 4 : T h e r e 1s no d i f f e r e n c e 1n t h e r o l e p e r c e p t i o n s h e l d b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t l o n - a g r l c u l t u r e t e a c h e r s b a s e d on d e g r e e e a r n e d . Bk T a b l e 1 6 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by d e g r e e e a r n e d w i t h r e s p e c t to ro le perception. F Effect df S ignif. of F T e s t Name .00 019 * W ilk s Main ( d e g r e e e a r n e d ) 4.48186 24,174 Main ( t e a c h e r t y p e ) 10.23509 8,60 Wi I ks 0* ^ S i g n i f i c a n t a t alpha < .05. The m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e ( tw o- w ay ) i n d i c a t e d a s i g n i f i c a n t m a i n e f f e c t f o r d e g r e e e a r n e d and t e a c h e r t y p e when t e s t e d a t a l p h a < .05. The u n i v a r i a t e F - t e s t f o r d e g r e e e a r n e d i n d i c a t e d t h a t t h e r e was a s i g n i f i c a n t d i f f e r e n c e f o r t h e pro gra m a r e a s u p e r v i s i n g t h e occupational e x p e r i e n c e p r o g ra m . A f t e r i n s p e c t i n g t h e means f o r t h i s p r o g ra m a re a # t h e r e s e a r c h e r d e c i d e d t h a t t h e r e was no r e a l difference b e t w e e n t h e means and t h a t t h e m ain e f f e c t o f t e a c h e r t y p e s h o u l d be tested. The c r i t i c a l F - v a l u e f o r t h e m ai n e f f e c t t e a c h e r t y p e was 10.23509 w i t h a p r o b a b i l i t y th e null o f 0. h y p o t h e s i s was r e j e c t e d . Based on t h e r e s u l t s o f t h i s t e s t # I t was c o n c l u d e d t h a t t e a c h e r s d i f f e r e d by p o s i t i o n gr ou p a c c o r d i n g t o d e g r e e e a r n e d . The u n i v a r i a t e a n a l y s i s o f v a r i a n c e i n d i c a t e d t h a t t h e s p e c i f i c a r e a s i n wh ic h t h e t e a c h e r s d i f f e r e d w e r e a d v i s i n g y o u t h o r g a n i z a t i o n s and s e r v i n g a s an e d u c a t i o n a l l e a d e r i n t h e c o m m u n it y . T a b l e 17. T he s e d a t a may be e x a m i n e d i n 85 T a b l e 1 7 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by d e g r e e e a r n e d w i t h r e s p e c t t o r o l e p e r c e p t i o n s h e l d , main e f f e c t (teacher ty p e). Effect Advising youth organizations Educational le a d e r i n community (MS) Between (MS) W it h in df 29.76112 .63956 1 ,6 7 4 5 .5 3 3 5 5 2.26902 .5 4609 1,67 4.15500 S lg n if. of F F 0* .0 4 5 4 6 * * S i g n if i c a n t a t alpha < .05. Due t o t h e r e j e c t i o n o f t h e n u l l h y p o t h e s i s , t h e d a t a w e r e f u r t h e r a n a l y z e d by p l o t t i n g t h e means o f e a ch p r o gr a m a r e a i n whi ch d i f f e r e n c e s e x i s t e d ( F i g u r e s 7 and 8). a d v is in g t h e youth o r g a n i z a t i o n , t h e h i g h e s t means. 4 .8 7 , When t h e means w e r e p l o t t e d f o r t h e p r o d u c t i o n t e a c h e r s o v e r a l l had The h i g h e s t mean f o r t h e p r o d u c t i o n t e a c h e r s was and i t was by t h e g r o u p h o l d i n g t h e e d u c a t i o n a l degree. sp ecialist The l o w e s t mean f o r t h e p r o d u c t i o n g r o u p was 4 3 7 , t e a c h e r s h o ld in g t h e b a c h e lo r's degree. h o r t i c u l t u r e t e a c h e r s was 3 .7 5, h e l d by The h i g h e s t mean f o r h e l d by t e a c h e r s h o l d i n g t h e e d u c a t i o n a l s p e c i a l i s t d e g r e e , and t h e l o w e s t was 3 . 0 1 , h e l d by te a c h e r s w ith t h e m a s te r's degree. I t s h o u l d be n o t e d t h a t i n a l l c a s e s b u t o n e w i t h bo th p o s i t i o n g r o u p s means I n c r e a s e d a s d e g r e e s Increased. teachers, The e x c e p t i o n was t h e m a s t e r ' s g r o u p o f h o r t i c u l t u r e wh ic h d e c l i n e d f r o m t h e b a c h e l o r ' s t o t h e m a s t e r ' s d e g r e e . Figure 7 p r e s e n ts th e se data. When t h e means w e r e p l o t t e d f o r s e r v i n g 86 5 Prod. 4 Hort , 3 2 1 D % s c Figure 7 . - - R o l e p e r c e p t i o n : Adv i si ng youth o r g a n i z a t i o n s , by d e g r e e e a r n e d . 5 4 3 2 1 □ ^ ^ *V <. ^ F i g u r e 8 . — Ro l e p e r c e p t i o n : E d u c a t i o n a l c ommuni t y, by d e g r e e e a r n e d . S. leadership % „ in t h e 87 a s an e d u c a t i o n a l l e a d e r 1n t h e community* production teach ers g e n e r a l l y had h i g h e r mean s f o r e a ch d e g r e e a r e a . T h e r e was b a s i c a l l y no d i f f e r e n c e w i t h i n p o s i t i o n g r o u p s w i t h h i g h e r d e g r e e s . The b a s i c d i f f e r e n c e e x i s t e d b e t w e e n g r o u p s wh ic h a p p e a r e d t o r e m a i n c o n s t a n t from on e d e g r e e t o t h e n e x t . T he s e d a t a may be o b s e r v e d 1n F i g u r e 8. M u l t i v a r i a t e a n a l y s i s o f v a r i a n c e ( tw o -w ay ) was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by y e a r s o f t e a c h i n g e x p e r i e n c e with r e s p e c t t o r o l e p e rc e p tio n s held. Secondary H ypothesis (Teacher C h a r a c t e r i s t i c ) Ho 5 : T h e r e 1s no d i f f e r e n c e 1n t h e r o l e p e r c e p t i o n s h e l d b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t l o n - a g r l c u l t u r e t e a c h e r s b a s e d on y e a r s o f t e a c h i n g e x p e r i e n c e . T a b l e 1 8 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by y e a r s o f t e a c h i n g e x p e rie n c e with r e s p e c t t o r o le p e rc e p tio n . Effect Main ( t e a c h e r t y p e ) F 10 .4 93 85 df S lgnif. of F T e s t Name 8,56 0* W ilk s ^ S i g n i f i c a n t a t alpha < .0 5 . The m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e ( tw o- w ay ) I n d i c a t e d t h a t t h e r e was a s i g n i f i c a n t m a i n e f f e c t f o r t e a c h e r t y p e when t e s t e d a t a l p h a < .05. The c r i t i c a l w i t h a p r o b a b i l i t y o f 0. v a l u e f o r t h e F - d 1 s t r 1 b u t 1 o n was 10.49385 The n u l l h y p o t h e s i s t h a t t h e r e 1s no d i f f e r e n c e b e t w e e n t h e t w o g r o u p s b a s e d on y e a r s o f t e a c h i n g e x p e r i e n c e 88 was r e j e c t e d . I t was c o n c l u d e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d from h o r t i c u l t u r e t e a c h e r s b a s e d on y e a r s o f t e a c h i n g e x p e r i e n c e . The u n i v a r i a t e a n a l y s i s o f v a r i a n c e i n d i c a t e d t h a t t h e s p e c i f i c a r e a s of d i f f e r e n c e w e r e a d v i s i n g y o u t h o r g a n i z a t i o n s and s e r v i n g a s an educational l e a d e r i n t h e community. T a b l e 19 p r e s e n t s t h e s e d a t a . T a b l e 1 9 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by y e a r s o f te a c h in g e x p e rie n c e with re s p e c t t o r o le p e rc e p tio n s h e ld , main e f f e c t ( t e a c h e r t y p e ) . Effect Advising youth organizations Educational l e a d e r i n community (MS) Between (MS) W it h in df 29.76112 .60326 1,63 4 9 .3 3 4 1 3 2.26902 .5 0264 1,63 4.51423 F Signif. of F 0* .0 37 54* ^ S ig n if ic a n t a t alpha < .05. S i n c e t h e n u l l h y p o t h e s i s was r e j e c t e d # t h e d a ta were f u r t h e r a n a l y z e d by p l o t t i n g t h e means o f each p r o g ra m a r e a s h o w i n g a difference ( F i g u r e s 9 and 10). When o b s e r v i n g t h e means o f a d v i s i n g y o u t h o r g a n i z a t i o n s , i t was n o t e d t h a t p r o d u c t i o n t e a c h e r s had t h e highest o v erall means. The p r o d u c t i o n gr ou p w i t h t h e h i g h e s t mean (4.75) had z e r o y e a r s o f t e a c h i n g e x p e r i e n c e . The p r o d u c t i o n g r o u p w i t h t h e l o w e s t mean (4.17) had 15- 19 y e a r s o f t e a c h i n g e x p e r i e n c e . The h o r t i c u l t u r e g r o u p w i t h t h e h i g h e s t mean (4.15) had 1-4 y e a r s o f teaching experience. The h o r t i c u l t u r e g r o u p w i t h t h e l o w e s t mean 89 5 Prod. 4 Hort. 3 Z 1 □ /. / Fi gure 9 . - - Role p e r c e p t i o n : A d v i s in g youth o r g a n i z a t i o n s , by y e a r s o f t e a c h i n g e x p e r i e n c e . F i g u r e 1 0 . - - R o l e p e r c e p t i o n : E d u c a t i o n a l l e a d e r s h i p in t h e c o mmu n i t y , by y e a r s o f t e a c h i n g e x p e r i e n c e . 90 (2.89) had 10- 14 y e a r s o f t e a c h i n g e x p e r i e n c e . The h o r t i c u l t u r e group w i t h 5 - 9 y e a r s o f t e a c h i n g e x p e r i e n c e was v e r y c l o s e t o t h e g r o u p w i t h 10-14 y e a r s o f t e a c h i n g e x p e r i e n c e * w i t h a mean o f 2.92 . I t seems t h a t b e tw e e n 4 and 15 y e a r s o f t e a c h i n g e x p e r i e n c e r o l e p e r c e p t i o n s f o r a d v i s i n g y o u t h o r g a n i z a t i o n s seem t o d e c l i n e . T h e s e d a t a c a n be o b s e r v e d 1n F i g u r e 9 . When e x a m i n i n g t h e m ea n s c o n c e r n i n g t h e t e a c h e r ' s r o l e a s an educational l e a d e r 1n t h e community* t h e r e s e em e d t o be no s e t p a t t e r n . The means f o r b o t h g r o u p s c o n c e r n i n g t h i s p r o g ra m a r e a f l u c t u a t e d as th e y e a rs of te a c h in g e x p e rie n c e in creased. The t w o l o w e s t means (3.47 and 3.25) b e l o n g e d t o h o r t i c u l t u r e t e a c h e r s y ears of teaching experience, respectively. w i t h 5 - 9 and 10- 14 The t w o h i g h e s t mean s f o r h o r t i c u l t u r e t e a c h e r s w e r e 4.20 and 4.50 w i t h 1 - 4 and 1 5 -1 9 y e a r s o f teaching experience, respectively. The t w o h i g h e s t p e r i o d s f o r p r o d u c ­ t i o n t e a c h e r s w e r e 0 y e a r s and 20> y e a r s , respectively. w i t h means o f 4.44 and 4.22, Th e se d a t a a r e p r e s e n t e d 1n F i g u r e 10 f o r e x a m i n a t i o n . A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was u s e d t o d e t e r ­ m in e t h e e f f e c t o f t e a c h e r t y p e by s t u d e n t e n r o l l m e n t w i t h r e s p e c t t o r o l e p e r c e p tio n s held. S e c o n d a ry H y p o t h e s i s ( S c h o o l C h a r a c t e r i s t i c ) Ho 6: T h e r e 1s no d i f f e r e n c e 1n t h e r o l e p e r c e p t i o n s h e l d b e tw e e n o r n a m e n t a l - h o r t l c u l t u r e and p r o d u c t l o n - a g r l c u l t u r e t e a c h e r s b a s e d on s t u d e n t e n r o l l m e n t . 91 T a b l e 2 0 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s t u d e n t e n r o l l m e n t w i t h respect to ro le perception. E ffect df S ignif. of F T e s t Name 8,56 0* W ilk s F Main ( t e a c h e r t y p e ) 10.4 938 5 ^ S i g n i f i c a n t a t alpha < .0 5 . The t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e i n d i c a t e d a s i g n i f i c a n t m ain e f f e c t f o r t e a c h e r t y p e when t e s t e d a t a l p h a < .05. The c r i t i c a l i t y o f 0. v a l u e f o r t h e F - d i s t r i b u t i o n was 10.49385 w i t h a p r o b a b i l ­ Based on t h e p r e c e d i n g t e s t , th e null h y p o t h e s i s t h a t no d i f f e r e n c e e x i s t s b e tw e e n t h e t w o g r o u p s b a s e d on s t u d e n t e n r o l l m e n t was r e j e c t e d . Therefore, 1 t was c o n c l u d e d t h a t t h e p r o d u c t i o n t e a c h e r s d i f f e r e d from h o r t i c u l t u r e t e a c h e r s b a s e d on s t u d e n t e n r o l l m e n t . The u n i v a r i a t e F - t e s t i n d i c a t e d t h a t o ne pr og ra m a r e a was s p e c i f i c a l l y a f f e c t e d by s t u d e n t e n r o l l m e n t , a d v i s i n g y o u t h organizations. The s i g n i f i c a n c e l e v e l c h o s e n f o r t h i s t e s t was < .05. A lt h o u g h r o l e p e r c e p t i o n s c o n c e r n i n g t h e p r o g ra m a r e a , s e r v i n g a s an e d u c a t i o n a l l e a d e r 1n t h e c o m m u n i t y , w e r e n o t s i g n i f i c a n t , t h e y w e r e very c lo s e w ith a s i g n i f i c a n c e le v e l o f .05083. The r e s e a r c h e r t h o u g h t i t would be w i s e t o f u r t h e r e x p l o r e t h e d a t a c o n c e r n i n g t h i s a r e a . u n i v a r i a t e data a r e d is p la y e d in Table 21. The 92 T a b l e 2 1 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s t u d e n t e n r o l l m e n t w i t h r e s p e c t t o r o l e p e r c e p t i o n s h e l d , main e ff e c t (teacher ty p e). Effect Advising youth organizations Educational l e a d e r in co mmunity (MS) Between (MS) W it h in df 29.76112 .55005 1,59 5 4 .1 0 6 1 0 37094 1,59 3.97420 2.26902 S ignif. of F F 0* .05083 * S ig n if ic a n t a t alpha < .05. Since th e null h y p o t h e s i s was r e j e c t e d , t h e d ata were f u r t h e r a n a l y z e d by p l o t t i n g t h e mean s w h e r e d i f f e r e n c e s w e r e f o u n d ( F i g u r e s 11 and 12). When t h e means f o r a d v i s i n g y o u t h o r g a n i z a t i o n s w e r e p l o t t e d , t h e p r o d u c t i o n t e a c h e r s g e n e r a l l y had t h e h i g h e r means. The m a j o r e x c e p t i o n b e t w e e n t h e t w o g r o u p s was l o c a t e d i n s c h o o l s w i t h 1 ,2 5 0 1,499 s t u d e n t s . T h i s was t h e a r e a w h e r e t h e m ean s f o r h o r t i c u l t u r e t e a c h e r s I n c r e a s e d fro m t h e l o w e s t o f 2.25 t o t h e h i g h e s t o f 4.68. T h i s was a l s o t h e o n l y a r e a w h e r e t h e mean o f h o r t i c u l t u r e t e a c h e r s exceeded t h a t of t h e p r o d u c tio n t e a c h e r s . t h e mean o f p r o d u c t i o n t e a c h e r s r e a c h e d i t s d a t a a r e p r e s e n t e d i n F i g u r e 11. I t was a t t h i s p o i n t t h a t l o w e s t p o i n t (2.87). Thes e When t h e means f o r s e r v i n g a s an e d u c a t i o n a l l e a d e r i n t h e c o m m u n it y w e r e p l o t t e d , t h e y r e a c t e d a l m o s t I d e n t i c a l l y t o t h o s e f o r a d v is in g t h e youth o r g a n iz a tio n . I t is i m p o r t a n t t o p o i n t o u t t h a t 91.5 p e r c e n t o f t h e p r o d u c t i o n p r o g r a m s w e r e l o c a t e d i n s c h o o l s w i t h s t u d e n t p o p u l a t i o n s l e s s t h a n 1 , 2 5 0 , and 93 5 Prod. 4 3 Ho 2 1 D t-------------------1-------------------1-------------------1-------------------1------------------- 1-------------------1------------------- 1------------------- r Figure 1 1 . -- R o l e perc ep tio n: Advising youth o r g a n i z a t i o n s , by s t u d e n t e n r o l l m e n t . 5 Pr o d . 4 Hort. 3 2 1 □ T-------------------1------------------- 1------------------- 1-------------------1------------------- 1-------------------1------------------- 1------------------- 1-------------------1 Figure 1 2 . - - R o l e pe rc eption: Educational l e a d e r s h i p c ommuni t y, by s t u d e n t e n r o l l m e n t . in t h e 94 37 p e r c e n t o f t h e h o r t i c u l t u r e p r o g r a m s w e r e l o c a t e d i n s c h o o l s w i t h 1,250 o r more s t u d e n t s . educational Dat a c o n c e r n i n g t h e r o l e a r e a s e r v i n g a s an l e a d e r i n t h e community may be o b s e r v e d i n F i g u r e 12. A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was used t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by t y p e s c h o o l w i t h r e s p e c t t o ro le perceptions held. S e c o n d a r y H y p o t h e s i s (S ch oo l C h a r a c t e r i s t i c ) Ho 7: T h e r e i s no d i f f e r e n c e i n t h e r o l e p e r c e p t i o n s h e l d b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on t y p e s c h o o l . T a b l e 2 2 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by t y p e s c h o o l w i t h r e s p e c t to ro le perception. E ffect F Main ( t e a c h e r t y p e ) 10 .0 569 7 df S ignif. of F T e s t Name 8,60 0* Wilks ^ S i g n i f i c a n t a t alpha < .05. The t w o - w a y m u l t i v a r i a t e s i g n i f i c a n c e t e s t i n d i c a t e d a s i g n i f i c a n t mai n e f f e c t f o r t e a c h e r t y p e when t e s t e d a t a l p h a < .05. The c r i t i c a l F - v a l u e was 10.05697 and had a p r o b a b i l i t y o f 0. th e findings of t h i s t e s t , th e null h y p o t h e s i s was r e j e c t e d . Based on I t was c o n c l u d e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d f ro m h o r t i c u l t u r e t e a c h e r s b a s e d on t y p e s c h o o l . The u n i v a r i a t e a n a l y s i s i n d i c a t e d t h a t t h e t w o a r e a s w h e r e d i f f e r e n c e s e x i s t e d w e r e a d v i s i n g y o u t h o r g a n i z a t i o n s and 95 s e r v i n g a s an e d u c a t i o n a l l e a d e r i n t h e c om m un ity . T a b l e 23 p r e s e n t s the univ ariate an aly sis. T a b l e 2 3 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by t y p e s c h o o l w i t h r e s p e c t t o r o l e p e r c e p t i o n s h e l d , main e f f e c t (teacher type). E ffect Advising youth organizations Educational l e a d e r i n community (MS) Between (MS) W ithin df 32.14596 . 5 44 39 1 ,6 7 5 9 .0 4 9 8 7 2.35357 .50371 1,67 4.67249 F S lgnif. of F 0* .0 3423* ^ S i g n if ic a n t a t alp h a < .05. Due t o t h e r e j e c t i o n o f t h e n u l l h y p o t h e s i s , t h e d a t a w e r e f u r t h e r a n a l y z e d by p l o t t i n g t h e mean s o f e a c h a r e a 1n whic h d i f f e r ­ e n c e s w e r e f o u n d ( F i g u r e s 13 and 14). Means c o n c e r n i n g a d v i s i n g y o u t h o rg an iz atio n s in d ic a te d t h a t production tea c h e rs recorded th e h ig h est means w i t h a r e a c e n t e r s b e i n g t h e h i g h e s t . a r e a c e n t e r s r e c o r d e d t h e l o w e s t mean (3.08). i n e d i n F i g u r e 13. H o rticu ltu re teachers a t T h e s e d a t a can be exam­ P r o d u c t i o n t e a c h e r s had t h e h i g h e s t means f o r s e r v i n g a s an e d u c a t i o n a l l e a d e r i n t h e c om m un it y w i t h a r e a c e n t e r s r e p o r t i n g t h e h i g h e s t mean (4.50). H o r t i c u l t u r e t e a c h e r s in high s c h o o l s r e c o r d e d t h e l o w e s t mean f o r t h i s p r o g ra m a r e a . be examined i n F i g u r e 14. Th e se d a t a ca n 96 5 Prod. 4 3 Z 1 □ A Fi gure 1 3 . — Role p e r c e p t i o n : by t y p e s c h o o l . Advising youth o r g a n i z a t i o n s , 5 Prod. 4 Hort. 3 Z 1 □ A ,r , P. °o/< Figure l ^ . - - R o l e p er c e p ti o n : Educational c o mmu ni t y , by t y p e s c h o o l . O leadership in t h e 97 A m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by s c h o o l c om m un ity c l a s s i f i c a t i o n w i t h resp ect to ro le p e rc e p tio n s held. S e c o n d a r y H y p o t h e s i s ( S c ho ol C h a r a c t e r i s t i c ) Ho 8 : T h e r e i s no d i f f e r e n c e i n t h e r o l e p e r c e p t i o n s h e l d b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s b a s e d on s c h o o l community c l a s s i f i c a t i o n . T a b l e 2 4 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s c h o o l community c l a s s i ­ f i c a t i o n with r e s p e c t t o r o le p e rc e p tio n . Effect Main ( t e a c h e r t y p e ) F df 1 0. 1 0 8 3 6 8,57 S lgnif. of F .0 00 119 * T e s t Name W ilks * S i g n if i c a n t a t alpha < .05. The m u l t i v a r i a t e a n a l y s i s ( tw o -w a y ) I n d i c a t e d t h a t t h e r e was a s i g n i f i c a n t m ai n e f f e c t f o r t e a c h e r t y p e when t e s t e d a t a l p h a < .05. The c r i t i c a l v a l u e f o r t h e F - d i s t r i b u t 1 o n was 10.10838 w i t h a p r o b a b i l ­ i t y o f .000119. I t was c o n c l u d e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d f ro m h o r t i c u l t u r e t e a c h e r s when t h e y w e r e c om p a r e d 1n t e r m s o f s c h o o l c om m un ity c l a s s i f i c a t i o n . The u n i v a r i a t e a n a l y s i s i n d i c a t e d t h a t t h e g r o u p s d i f f e r e d on a d v i s i n g t h e y o u t h o r g a n i z a t i o n c o m p o n e n t o f t h e pr ogr am . The u n i v a r i a t e d a t a c a n be s e e n i n T a b l e 2 5 . 98 T a b l e 2 5 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by sc h o o l community c l a s s i f i c a t i o n w i t h r e s p e c t t o r o l e p e r c e p t i o n . Effect Advising youth organizations (MS) Between (MS) W it h in df F 29.02626 . 50 818 1,64 57.11639 Si g n i f . of F 0* * S ig n if ic a n t a t alpha < .05. S i n c e t h e n u l l h y p o t h e s i s was r e j e c t e d , th e da ta were f u r t h e r a n a l y z e d by p l o t t i n g t h e m ea n s f o r a d v i s i n g y o u t h o r g a n i z a t i o n s ( F i g u r e 15). The p r o d u c t i o n t e a c h e r s had t h e h i g h e s t mean, means w e r e v e r y c l o s e . and a l l o f t h e i r The h o r t i c u l t u r e means w e r e c o n s i d e r a b l y l o w e r , w i t h t h e l o w e s t mean (2.18) r e p o r t e d i n r u r a l c o m m u n i t i e s and t h e h i g h e s t mean (3.81) r e p o r t e d i n c o m m u n i t i e s c l a s s i f i e d a s t o w n s . d a t a can be e x a m i n e d f u r t h e r i n F i g u r e 15. 5 Fi gu re 1 5 . - - Role p e r c e p t i o n : Ad v i si n g youth o r g a n i z a t i o n s , by s c h o o l communi t y c l a s s i f i c a t i o n . The se 99 Role Execution A o n e - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e i f t h e r e w e r e d i f f e r e n c e s b e t w e e n p r o d u c t i o n and h o r t i c u l t u r e te a c h e rs concerning th e execution of t h e i r r o le a c t i v i t i e s . Primary H ypothe sis Ho 9 : T h e r e i s no d i f f e r e n c e b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u lt u r e t e a c h e r s co ncerning th e ex ecu tio n of r o le a c t i v i t i e s fo r th e p o sitio n of th e vocational a g ric u l­ tu re teacher. T a b l e 2 6 . — One-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e f o r t h e e f f e c t o f t e a c h e r t y p e by r o l e e x e c u t i o n . Effect Main ( t e a c h e r t y p e ) F 10 .6 6 7 3 0 df Signif. of F T e s t Name 8,65 0* Wilk s ^ S i g n i f i c a n t a t alpha < .05. The m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t I n d ic a te d t h a t t h e r e were s i g n i f i c a n t d i f f e r e n c e s between t h e two g r o u p s i n t h e e x e c u t i o n o f t h e i r r o l e a c t i v i t i e s when t e s t e d a t a l p h a < .05. o f 0. The v a l u e f o r t h e F - d i s t r i b u t i o n was 10.66730 w i t h a p r o b a b i l i t y Based on t h e r e s u l t s o f t h e s i g n i f i c a n c e t e s t , h y p o t h e s i s was r e j e c t e d . th e null I t was c o n c l u d e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d fro m h o r t i c u l t u r e t e a c h e r s w i t h r e s p e c t t o r o l e e x e c u t i o n . The u n i v a r i a t e a n a l y s i s o f v a r i a n c e i n d i c a t e d t h a t t h e r e w e r e t h r e e a r e a s i n w hi c h d i f f e r e n c e s o c c u r r e d . These t h r e e a r e a s were a d v is i n g 100 youth o rg a n iz a tio n s# tional pr o g ra m . g u i d a n c e and c o u n s e l i n g # and t h e a d u l t I n s t r u c ­ The u n i v a r i a t e a n a l y s e s I n d i c a t i n g s i g n i f i c a n t d i f f e r e n c e s a r e shown 1n T a b l e 27. T a b l e 2 7 . — Un1 v a r l a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by r o l e execution. (MS) Between (MS) W it h in df 10.57807 .3 2806 1,72 32.24446 .000268' G u i d a n c e and counseling 1.42556 .1 9790 1 #72 7.20332 .00 90 2* Adult I n s t r u c ­ t i o n a l pr ogram 5.19086 .41303 1,72 12 .56787 .00 0 6 9 * Effect Advising youth organizations F S1gn1f. of F ^ S ig n if ic a n t a t alp h a < .05. Due t o t h e r e j e c t i o n o f t h e n u l l h y p o t h e s i s # t h e s e d a t a w e r e f u r t h e r a n a l y z e d by i n s p e c t i n g t h e mean s w h e r e d i f f e r e n c e s w e r e f oun d. When t h e means f o r a d v i s i n g y o u t h o r g a n i z a t i o n s w e r e examined# t h e h o r t i c u l t u r e t e a c h e r s had t h e h i g h e r mean (2.05) and t h e p r o d u c t i o n a g r i c u l t u r e t e a c h e r s had t h e l o w e r mean (1.26). When t h e means f o r g u i d a n c e a n d c o u n s e l i n g w e r e ex ami ned# t h e h o r t i c u l t u r e t e a c h e r s had t h e l o w e r (1.62) and t h e p r o d u c t i o n t e a c h e r s had t h e h i g h e r mean (1.90). When t h e mean s w e r e e x a m i n e d f o r t h e a d u l t I n s t r u c t i o n a l program# t h e p r o d u c t i o n t e a c h e r s had t h e h i g h e r mean (2.57) and t h e h o r t i c u l t u r e t e a c h e r s had t h e l o w e r mean (2.02). a r e a s c a n be o b s e r v e d 1n A p p e n d i x J . The means f o r a l l o t h e r pr o g ra m 101 A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was us ed t o d e t e r ­ m in e 1 f t h e r e was a s i g n i f i c a n t e f f e c t a s s o c i a t e d w i t h t e a c h e r s e x and ro le execution. P r o b a b i l i t y d a t a c o n c e r n i n g r o l e e x e c u t i o n by s e x and a l l o t h e r I n d e p e n d e n t v a r i a b l e s may be f o u n d 1n Appe nd ix B. Secondary H y p o th e s is Ho 10: (Teacher C h a r a c t e r i s t i c ) T h e r e 1s no d i f f e r e n c e 1n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n o r n a m e n t a l - h o r t l c u l t u r e and p r o d u c t l o n - a g r i c u l t u r e t e a c h e r s b a s e d on s e x . T a b l e 2 8 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s e x w i t h r e s p e c t t o r o l e execution. E ffect F Main ( t e a c h e r t y p e ) 1 0 .9 7 5 0 5 df S1gn1f. of F T e s t Name 8,63 0* Wilks ^ S i g n i f i c a n t a t alpha < .05. The c r i t i c a l p r o b a b i l i t y o f 0. v a l u e f o r t h e F - d 1 s t r i b u t 1 o n was 10.97505 w i t h a The s i g n i f i c a n c e t e s t I n d i c a t e d t h a t t h e r e was a s i g n i f i c a n t mai n e f f e c t b e t w e e n p r o d u c t i o n and h o r t i c u l t u r e t e a c h e r s b a s ed on s e x ; t h e r e f o r e , th e null h y p o t h e s i s was r e j e c t e d . The u n i ­ v a r i a t e a n a l y s i s o f v a r i a n c e i n d i c a t e d t h a t t h e r e w e r e t h r e e pr o g ra m a r e a s t h a t w e r e d i f f e r e n t b a s e d on se x . a d v is in g youth o r g a n i z a t i o n s , Instructional p r o g ra m . se en 1n T a b l e 29. T h e s e p r o g ra m a r e a s w e r e g u i d a n c e and c o u n s e l i n g , and t h e a d u l t The f i n d i n g s o f t h e u n i v a r i a t e a n a l y s i s can be 102 Ta bl e 2 9 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s e x w it h r e s p e c t t o r o l e e x e c u t i o n , main e f f e c t ( t e a c h e r t y p e ) . (MS) Between (MS) W it h in df 1 0 .5 7 8 0 7 .31471 1,70 33.61231 G u i d a n c e and counseling 1.42556 .19852 1,70 7 .1 8 0 8 5 .00918* A dult i n s t r u c ­ t i o n a l pr ogram 5.19086 .4 1899 1,70 12 .38914 .00076* E ffect Advising youth organizations Slgnif. of F F .0 0 0 1 7 7 : ^ S i g n if ic a n t a t alp h a < .05. T h e s e d a t a w e r e f u r t h e r a n a l y z e d by p l o t t i n g t h e means f o r each p r o g ra m a r e a t h a t i n d i c a t e d s i g n i f i c a n t d i f f e r e n c e s ( F i g u r e s 16, 18). 17, and When t h e means f o r a d v i s i n g y o u t h o r g a n i z a t i o n s w e r e p l o t t e d , h o r t i c u l t u r e t e a c h e r s had t h e h i g h e s t . The h o r t i c u l t u r e f e m a l e s had t h e h i g h e s t (2.32) and p r o d u c t i o n m a l e s had t h e l o w e s t (1.25). can be o b s e r v e d i n F i g u r e 16. low est. t h e a d u l t i n s t r u c t i o n a l program were p l o t t e d , When t h e means f o r p r o d u c t i o n t e a c h e r s had P r o d u c t i o n m a l e s had t h e h i g h e s t (2 .5 0) , h o r t i c u l t u r e f e m a l e s had t h e l o w e s t (1.90). i n F i g u r e 18. The p r o d u c t i o n f e m a l e s w h i l e t h e h o r t i c u l t u r e m a l e s had t h e T h e s e d a t a may be e x a m i n e d 1n F i g u r e 17. th e highest. T h e s e means The mean s f o r g u i d a n c e and c o u n s e l i n g showed t h a t p r o d u c t i o n t e a c h e r s had t h e h i g h e s t . had t h e h i g h e s t mean ( 2 . 0 0 ), the w hile th e T h e s e d a t a ca n be o b s e r v e d 103 Hort. Prod. Figure 16.--Role execution: by s e x . Adv is in g youth o r g a n i z a t i o n s , Prod. Hort. F i gu re 1 7 . “ “Role e x e c u t i o n : by s e x . Gui d a n c e and c o u n s e l i n g , 104 3 Pr od. Hort. □ Figure 18.--Role execution: by s e x . Adult e d u c a t i o n a c t i v i t i e s , A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by a g e w i t h r e s p e c t t o t h e execution of ro le a c t i v i t i e s . Secondary H ypothesis Ho 11: (Teacher C h a r a c t e r i s t i c ) T h e r e 1s no d i f f e r e n c e 1n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t l o n - a g r l c u l t u r e t e a c h e r s b a s e d on a g e . 105 Ta bl e 3 0 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by age wit h r e s p e c t t o r o l e execution. Effect F Main ( t e a c h e r t y p e ) 10 .86913 df S ignif. of F T e s t Name 8,52 0* W ilk s ^ S i g n i f i c a n t a t alpha < .05. The t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e t e s t i n d i c a t e d t h a t t h e r e was a s i g n i f i c a n t m ai n e f f e c t f o r t e a c h e r t y p e w i t h r e s p e c t t o age. The c r i t i c a l p r o b a b i l i t y o f 0. v a l u e f o r t h e F - d i s t r i b u t i o n was 10.86913 w i t h a Based on t h e p r e c e d i n g h y p o t h e s i s t e s t , h y p o t h e s i s was r e j e c t e d . th e null I t was c o n c l u d e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d f ro m h o r t i c u l t u r e t e a c h e r s b a s e d on a g e w i t h r e s p e c t t o r o l e execution. The u n i v a r i a t e F - t e s t i n d i c a t e d a s i g n i f i c a n t main e f f e c t f o r t h r e e p r o g ra m a r e a s . organizations, p ro gra m . T h e s e p r o g ra m a r e a s w e r e a d v i s i n g y o u t h g u i d a n c e and c o u n s e l i n g , and t h e a d u l t I n s t r u c t i o n a l The u n i v a r i a t e F - t e s t r e s u l t s ca n be ex a mi n ed i n T a b l e 3 1 . T h e s e d a t a w e r e f u r t h e r a n a l y z e d by p l o t t i n g t h e means o f each pr og ram a r e a t h a t i n d i c a t e d a s i g n i f i c a n t d i f f e r e n c e ( F i g u r e s 19, and 21). 20 , The m ean s f o r h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g y o u t h o r g a n i z a ­ t i o n s were h ig h e r th an th o s e of p r o d u c t l o n - a g r l c u l t u r e te a c h e r s a t a l l ages. The h i g h e s t mean f o r h o r t i c u l t u r e t e a c h e r s was 2 . 5 0 , t e a c h e r s 4 0 -4 4 y e a r s o f ag e. was 1.75, r e c o r d e d by The l o w e s t mean f o r h o r t i c u l t u r e t e a c h e r s r e c o r d e d by h o r t i c u l t u r e t e a c h e r s 5 0 - 5 4 y e a r s o f age. The 106 T a b le 3 1 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by age w it h r e s p e c t t o r o l e e x e c u t i o n , main e f f e c t ( t e a c h e r t y p e ) . (MS) Between (MS) W it h in df 10. 578 07 .3 7562 1,59 2 8 .1 6 1 7 5 .0 00176* G u i d a n c e and counseling 1. 42 55 6 .1 7462 1,59 8 .1 6 3 5 7 .0 0589* Adult i n s t r u c ­ t i o n a l pr og ram 5.19086 .34842 1,59 14 . 8 9 8 2 0 .00 02 8* Effect Advising youth organizations S lgnif. of F F ^ S i g n i f i c a n t a t alpha < .05. h i g h e s t mean f o r p r o d u c t i o n t e a c h e r s was 1.41, t e a c h e r s 4 5 - 4 9 y e a r s o f age. was 1.08, r e c o r d e d by p r o d u c t i o n The l o w e s t mean f o r p r o d u c t i o n t e a c h e r s r e c o r d e d by p r o d u c t i o n t e a c h e r s 5 0 - 5 4 y e a r s o f age. d e t a i l s o f t h e s e d a t a can be o b s e r v e d in F i g u r e 19. g u i d a n c e and c o u n s e l i n g w e r e p l o t t e d , Further When t h e mean s f o r production te a c h e r s were g e n e ra lly h i g h e r a t a l l a g e s e x c e p t t h e p o i n t a t which b o t h g r o u p s had t h e same mean (1.91). T h i s was i n d i c a t e d by t e a c h e r s 4 0 - 4 4 y e a r s o f age. I t is i n t e r e s t i n g t h a t a s a g e i n c r e a s e d f o r p r o d u c t i o n t e a c h e r s t h e mean d e c r e a s e d t o 4 0 - 4 4 y e a r s o f ag e, and i t was j u s t t h e o p p o s i t e f o r h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g g u i d a n c e and c o u n s e l i n g . may be o b s e r v e d 1n F i g u r e 20. a c t i v i t i e s were p l o tt e d , When t h e means f o r a d u l t e d u c a t i o n pro d u ctio n te a c h e r s were h ig h e r th a n h o r t i c u l ­ t u r e t e a c h e r s up t o a g e 40. A f t e r age 4 0 , h o r t i c u l t u r e t e a c h e r s w e r e higher than production tea c h e rs u n til observed in F ig u re 21. These d ata a f t e r a g e 55. T h e s e d a t a c a n be 107 3 2 Hort. Prod. □ Fi gure 1 9 . - - R o l e e x e c u t i o n : A dvi s in g youth o r g a n i z a t i o n s , by a g e . 3 2 Prod. Hort. □ *%> ^ *6> F i g u r e 2 0 . - - R o l e e x e c u t i o n : Gui d a n c e and c o u n s e l i n g a c t i v i t i e s , by a g e . 108 3 Prod. 2 Hort. □ <§ ^ Figure 2 1 . - - R o l e e x e c u t io n : by a g e . ■%> $7 Adult e d u c a t i o n a c t i v i t i e s , A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by d e g r e e e a r n e d w i t h r e s p e c t t o r o le execution. S e c o n d a ry H y p o t h e s i s Ho 12: (Teacher C h a r a c t e r i s t i c ) T h e r e 1s no d i f f e r e n c e 1n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n o r n a m e n t a l - h o r t l c u l t u r e and p r o d u c t l o n - a g r l c u l t u r e t e a c h e r s b a s e d on d e g r e e e a r n e d . 109 T ab le 3 2 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by d e g r e e earned w i t h r e s p e c t t o ro le execution. E ffect F Main ( d e g r e e e a r n e d ) Main ( t e a c h e r t y p e ) df 2.69416 24,174 10.14201 8,60 Signif. of F T e s t Name .00011* W ilk s 0* W ilk s ^ S i g n if ic a n t a t alpha < .05. The t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e I n d i c a t e d a s i g n i f i c a n t m a i n e f f e c t f o r d e g r e e e a r n e d and t e a c h e r t y p e when t e s t e d a t a l p h a < .05. The r e s e a r c h e r c h o s e t o p e r f o r m a h y p o t h e s i s t e s t f o r t h e m ai n e f f e c t * te a c h e r type. distrlb u tio n (te a ch e r type) The c r i t i c a l v a l u e f o r t h e F- was 10.14201 w i t h a p r o b a b i l i t y Base d on t h e h y p o t h e s i s t e s t * t h e n u l l o f 0. h y p o t h e s i s was r e j e c t e d . I t was c o n c l u d e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d fro m h o r t i c u l t u r e t e a c h e r s b a s e d on d e g r e e e a r n e d . The u n i v a r i a t e F - t e s t I n d i c a t e d a s i g n i f i c a n t d i f f e r e n c e 1n t h r e e p r o g ra m a r e a s . organizations* p r o g ra m . These a r e a s w ere a d v i s i n g youth g u i d a n c e and c o u n s e l i n g , and t h e a d u l t I n s t r u c t i o n a l T a b l e 33 p r o v i d e s f i n d i n g s o f a r e a s I n d i c a t i n g d i f f e r e n c e s . no T a b le 3 3 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by d e g r e e earned w i t h r e s p e c t t o r o l e e x e c u t i o n , main e f f e c t ( t e a c h e r type). (MS) Between (MS) Within df 1 0 .5 7 8 0 7 . 32 98 9 1 ,6 7 32.06505 .00 03 3* G u i d a n c e and counseling 1.42556 .18915 1,67 7 .5 3 6 6 3 .00 77 5* A dult i n s t r u c ­ t i o n a l p r og ra m 5.19086 .42087 1 ,6 7 1 2 .3 3 3 6 6 .0 0080* Effect Advising youth organizations S1gn1f. of F F ^ S i g n if ic a n t a t alpha < .05. Due t o t h e r e j e c t i o n o f t h e n u l l h y p o t h e s i s , t h e means w e r e p l o t t e d f o r e a ch p r o g ra m a r e a i n d i c a t i n g d i f f e r e n c e s ( F i g u r e s 2 2 , and 24). 23, When t h e means f o r a d v i s i n g y o u t h o r g a n i z a t i o n s w e r e p l o t t e d , t h e h o r t i c u l t u r e t e a c h e r s w e r e c l e a r l y t h e h i g h e r o f t h e t w o and rem ained c o n s t a n t a f t e r t h e m a s te r's degree. The mean o f p r o d u c t i o n t e a c h e r s d e c lin e d a f t e r t h e b a c h e lo r's degree. e x a m i n e d i n F i g u r e 22. plotted, T h e s e d a t a can be When t h e means f o r g u i d a n c e and c o u n s e l i n g w e r e p r o d u c tio n t e a c h e r s d e c lin e d a f t e r t h e b a c h e lo r's degree. A l t h o u g h t h e mean o f h o r t i c u l t u r e t e a c h e r s was l o w e r a t t h e b a c h e l o r ' s degree, 1 t I n c r e a s e d w h i l e t h e mean o f p r o d u c t i o n t e a c h e r s d e c l i n e d . A f t e r t h e m a s t e r ' s d e g r e e t h e mean o f h o r t i c u l t u r e t e a c h e r s e x c e e d e d t h a t of production teach ers. T h e s e d a t a ca n be o b s e r v e d 1n F i g u r e 23. When t h e m ean s f o r a d u l t e d u c a t i o n a c t i v i t i e s w e r e p l o t t e d , p ro duction te a c h e r s were h ig h e r f o r a ll degrees. the A fter th e bachelor's 111 3 2 1 Hort. Pr od. □ Fi gure 2 2 . — Role e x e c u t i o n : A d v i s i n g youth o r g a n i z a t i o n s , by d e g r e e e a r n e d . 3 2 fftjrcr Pr od. 1 □ Figu re 2 3 . — Role e x e c u t i o n : Guidance and c o u n s e l i n g a c t i v i t i e s , by d e g r e e e a r ne d. 112 degree, bo t h g r o u p s d e c l i n e d ; Increased. a f t e r t h e m a s t e r ’s d e g r e e , both groups T h e s e d a t a c a n be o b s e r v e d 1n F i g u r e 2 4 . 3 Prod. Hort. 2 □ F i g u r e 2 k . - - R o l e e x e c u t i o n : Ad u l t e d u c a t i o n a c t i v i t i e s , by d e g r e e e a r n e d . A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by y e a r s o f t e a c h i n g e x p e r i e n c e with r e s p e c t t o r o le ex e cu tio n . Secondary H ypothesis (Teacher C h a r a c t e r i s t i c ) Ho 13: T h e r e i s no d i f f e r e n c e 1n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n o r n a m e n t a l - h o r t l c u l t u r e and p r o d u c t l o n - a g r l c u l t u r e t e a c h e r s b a s e d on y e a r s o f t e a c h i n g e x p e r i e n c e . 113 Ta bl e 3 4 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by y e a r s o f t e a c h i n g e x p e r i ­ en ce w i t h r e s p e c t t o r o l e e x e c u t i o n . F Effect df 11 .0 2 2 3 5 Main ( t e a c h e r t y p e ) 8,56 S1g n 1 f. of F T e s t Name 0* WUks ^ S i g n if ic a n t a t alpha < .05. The t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e I n d i c a t e d a s i g n i f i c a n t m ain e f f e c t f o r t e a c h e r t y p e when t e s t e d a t a l p h a < .05. The c r i t i c a l F - v a l u e was 11.02235 w i t h a p r o b a b i l i t y o f 0. h y p o t h e s i s was r e j e c t e d , b a s e d on t h e s i g n i f i c a n c e t e s t . The n u l l I t was c o n c l u d e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d fro m h o r t i c u l t u r e t e a c h e r s b a s e d on y e a r s o f t e a c h i n g e x p e r i e n c e w i t h r e s p e c t t o r o l e e x e c u t i o n . The u n i v a r i a t e F - t e s t I n d i c a t e d t h a t t h e t e a c h e r s d i f f e r e d 1n t h r e e pr og ra m a r e a s . These a r e a s were a d v is in g youth o r g a n iz a tio n s , guidance and c o u n s e l i n g , and a d u l t e d u c a t i o n a c t i v i t i e s . The u n i v a r i a t e a n a l y s i s 1s p r e s e n t e d 1n T a b l e 3 5 . Since t h e null h y p o t h e s i s was r e j e c t e d , t h e s e d a t a w e r e f u r t h e r a n a l y z e d by p l o t t i n g t h e mean s o f e a ch a r e a I n d i c a t i n g d i f f e r e n c e s (Figures 25, 26, and 27). t i o n s were p l o t t e d , teachers a t a ll When t h e means f o r a d v i s i n g y o u t h o r g a n i z a ­ h o r t i c u l t u r e te a c h e rs were higher than production age c a t e g o r i e s . was 1.93 and s t e a d i l y With 1 -4 y e a r s o f e x p e r i e n c e , t h e mean I n c r e a s e d up t o 15-19 y e a r s . The mean f o r p r o ­ d u c t i o n t e a c h e r s s t a r t e d a t 1.00 and r e a c h e d a h ig h o f 1.37 w i t h 5 - 9 11 h Tab le 3 5 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by y e a r s o f t e a c h i n g e x p e r i e n c e wit h r e s p e c t t o r o l e e x e c u t i o n * mai n e f f e c t ( t e a c h e r t y p e ) . (MS) Between (MS) W it h in df 10 . 5 7 8 0 7 . 36 172 1 ,6 3 29.24415 G u i d a n c e and counsel1ng 1. 4 2 5 5 6 .21118 1,63 6.75038 .0 1166* Adult i n s t r u c ­ t i o n a l pro gra m 5.19086 .43427 1, 6 3 11 .9 53 12 .00 09 8* Effect Advising youth organizations F S lg n if. of F . 00 01 * ^ S i g n if ic a n t a t alp h a < .05. years of experience. T he s e d a t a c a n be o b s e r v e d 1n F i g u r e 25. t h e means f o r g u i d a n c e and c o u n s e l i n g w e r e p l o t t e d , were h ig h er u n t i l 15-19 y e a r s o f e x p e r i e n c e . p r o d u c t i o n t e a c h e r s was 2 3 3 , When production te a c h e rs The h i g h e s t mean f o r recorded a t 0 y ears of experience. The l o w e s t mean f o r p r o d u c t i o n t e a c h e r s was 1.78, r e c o r d e d a t 10-14 y e a r s of experience. The h i g h e s t mean f o r h o r t i c u l t u r e t e a c h e r s was 1.87, r e c o r d e d a t 15 -1 9 y e a r s o f e x p e r i e n c e . F i g u r e 26. T h e s e d a t a c a n be o b s e r v e d i n When t h e mean s f o r a d u l t e d u c a t i o n a c t i v i t i e s w e r e p l o t t e d , p r o d u c t i o n t e a c h e r s w e r e h i g h e r up t o 10-14 y e a r s o f e x p e r i e n c e . 14 y e a r s o f t e a c h i n g e x p e r i e n c e , from 2 . 0 4 t o 3 . 0 0 . After h o r t i c u l t u r e t e a c h e r s ’ mean I n c r e a s e d T h e s e d a t a c a n be o b s e r v e d 1n F i g u r e 2 7 . 115 3 2 Ho r t . Prod. □ /. / Fi gure 2 5 . - - R o l e e x e c u t i o n : Ad vi s in g youth o r g a n i z a t i o n s , by y e a r s o f t e a c h i n g e x p e r i e n c e . 3 2 Pr od. Hort. □ /. / F i g u r e 2 6 . — R o l e e x e c u t i o n : G u i d a n c e and c o u n s e l i n g a c t i v i t i e s , by y e a r s o f t e a c h i n g e x p e r i e n c e . 116 3 Prod. Ho r t . 2 □ /. / Figure 2 7 . - - R o l e e x e c u t i o n : Adult e d u c a t i o n a c t i v i t i e s , by y e a r s o f t e a c h i n g e x p e r i e n c e . A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by s t u d e n t e n r o l l m e n t w i t h r e s p e c t t o ro le execution. Secondary H y p o th e sis (School C h a r a c t e r i s t i c ) Ho 14: T h e r e 1s no d i f f e r e n c e 1n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n p r o d u c t l o n - a g r l c u l t u r e and o r n a m e n t a l - h o r t l c u l t u r e t e a c h e r s b a s e d on s t u d e n t e n r o l l m e n t . 117 T ab le 3 6 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s t u d e n t e n r o l l m e n t with respect to role execution. F Effect Main ( t e a c h e r t y p e ) 12.36898 df S ig n if. of F T e s t Name 8,52 0* Wilk s ^ S i g n if ic a n t a t alpha < .05. The tw o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t i n d i c a t e d a s i g n i f i c a n t m ai n e f f e c t f o r t e a c h e r t y p e when t e s t e d a t a l p h a < .05. 0. Therefore, The c r i t i c a l the null F - v a l u e was 1 2 3 6 8 9 8 w i t h a p r o b a b i l i t y of h y p o t h e s i s was r e j e c t e d . I t was c o n c l u d e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d f ro m h o r t i c u l t u r e t e a c h e r s b a s e d on s tu d e n t e n ro llm e n t concerning r o le execution. The u n i v a r i a t e a n a l y s i s i n d i c a t e d t h r e e a r e a s in which s i g n i f i c a n t d i f f e r e n c e s e x i s t e d . t h r e e a re a s were a d v is in g youth o r g a n i z a t i o n s , and t h e a d u l t i n s t r u c t i o n a l p r o g ra m . Thes e g u i d a n c e and c o u n s e l i n g , The u n i v a r i a t e a n a l y s i s i s p r e s e n t e d in T able 37. Due t o t h e r e j e c t i o n o f t h e n u l l h y p o t h e s i s , t h e d a t a w e r e f u r t h e r a n a l y z e d by p l o t t i n g t h e means o f e ach a r e a i n d i c a t i n g d i f f e r e n c e s (F ig u re s 28, 29, and 3 0 ). youth o r g a n i z a t i o n s were p l o t t e d , all school s iz e s . When t h e means f o r a d v i s i n g h o r t i c u l t u r e t e a c h e r s w e r e h i g h e r 1n The l o w e s t mean f o r h o r t i c u l t u r e t e a c h e r s was 1.62, r e c o r d e d by t e a c h e r s h a v i n g s c h o o l e n r o l l m e n t s o f 50 0- 7 4 9 . f o r p r o d u c t i o n t e a c h e r s w e r e g e n e r a l l y low. The means The l o w e s t mean f o r 118 Table 3 7 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s t u d e n t e n r o l l m e n t w i t h r e s p e c t t o r o l e e x e c u t i o n * main e f f e c t (teacher ty p e). (MS) Between (MS) Within df 10 . 5 7 8 0 7 .35282 1,59 29 .9 8 1 2 1 .00094* G u i d a n c e and counseling 1.42556 .1 6152 1,59 8.82582 .00429* Adult i n s t r u c ­ t i o n a l pr og ram 5.19086 .3 4 1 2 9 1,59 15.20971 .00025* Effect Advising youth organizations F S ignif. of F ^ S ig n if ic a n t a t alpha < .05. p r o d u c t i o n t e a c h e r s was 1 .1 2 , r e c o r d e d by t e a c h e r s w i t h 1 , 0 0 0 - 1 , 2 4 9 s c h o o l e n r o l l m e n t , and t h e h i g h e s t mean was 1.87, r e c o r d e d by t e a c h e r s w ith 1,250-1,499 school e n r o llm e n t. F i g u r e 28. T h e s e d a t a c a n be o b s e r v e d i n The m ean s f o r g u i d a n c e and c o u n s e l i n g s t a r t e d low f o r h o rtic u ltu re teachers. A l t h o u g h t h e means s t a r t e d much l o w e r t h a n those of production te a c h e rs , they in cre ase d as school size increased. The l o w e s t mean f o r h o r t i c u l t u r e t e a c h e r s was .7 5 , r e c o r d e d by t e a c h e r s w ith school e n r o l l m e n t s o f 500-749. The h i g h e s t mean f o r h o r t i c u l t u r e t e a c h e r s was 1.93, r e c o r d e d by t e a c h e r s w i t h s c h o o l e n r o l l m e n t s o f 1,250-1,499. The g u i d a n c e and c o u n s e l i n g mean s f o r p r o d u c t i o n t e a c h e r s were g e n e r a ll y h ig h e r th a n t h o s e f o r h o r t i c u l t u r e te a c h e r s . The h i g h e s t mean f o r p r o d u c t i o n t e a c h e r s was 2 . 2 5 , r e c o r d e d by t e a c h e r s w i t h s c h o o l e n ro llm e n ts of 2,000-2,499. The l o w e s t mean f o r p r o d u c t i o n t e a c h e r s 119 3 Ho r t . 2 Pr od. 1 D <2 / Figure 2 8 . - - R o l e e x e c u t i o n : Ad vi s in g youth o r g a n i z a t i o n s , by s t u d e n t e n r o l l m e n t . 3 Prod. 2 Hort. 1 □ F i g u r e 2 9 . - - R o l e e x e c u t i o n : G u i d a n c e a nd c o u n s e l i n g a c t i v i t i e s , by s t u d e n t e n r o l l m e n t . 120 was 1.62, r e c o r d e d by t e a c h e r s w i t h s c h o o l T h e s e d a t a ca n be e x a m i n e d i n F i g u r e 29. fo r a d u lt education a c ti v it ie s * e n r o l l m e n t s o f 1,000-1,499. When t h e mean s w e r e p l o t t e d t h e p r o d u c tio n t e a c h e r s l o c a t e d in s c h o o l s w i t h e n r o l l m e n t s b e t w e e n 0 and 999 had mean s 2.55 o r b e t t e r . A f t e r e n r o l l m e n t s o f 999, p r o d u c t i o n means d e c l i n e d t o 2.00 . The means f o r h o r t i c u l t u r e t e a c h e r s were g e n e r a ll y lo w e r th a n f o r p ro d u ctio n teachers until a f t e r 1,000 s t u d e n t s . A f t e r 1,000 s t u d e n t s , t h e means of h o r t i c u l t u r e te a c h e rs exceeded th o s e of p ro d u ctio n te a c h e rs . d a t a ca n be o b s e r v e d i n F i g u r e 3 0 . 3 Hort. Prod. 2 □ Figure 3 0 . - - R o l e e x e c u t i o n : Adult e d u c a t i o n a c t i v i t i e s , student enrollment. by T he se 121 A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by t y p e s c h o o l w i t h r e s p e c t t o r o le execution. S e c o n d a ry H y p o t h e s i s Ho 15: (School C h a r a c t e r i s t i c ) T h e r e i s no d i f f e r e n c e i n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s b a s e d on t y p e s c h o o l . T a b l e 3 8 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by t y p e s c h o o l w i t h r e s p e c t to ro le execution. df S ignif. of F T e s t Name 2 . 20 935 8,60 .0 3909* W ilk s 1 0 .0 4 8 0 7 8,60 F Effect Main ( t y p e s c h o o l ) Main ( t e a c h e r t y p e ) 0* Wilk s * S ig n if ic a n t a t alpha < .05. The t w o - w a y m u l t i v a r i a t e s i g n i f i c a n c e t e s t I n d i c a t e d a s i g n i f i c a n t m ain e f f e c t f o r t y p e s c h o o l and t e a c h e r t y p e when t e s t e d a t a l p h a < .05. S i n c e t h e m ai n e f f e c t f o r t y p e s c h o o l was s i g n i f i c a n t and may ha ve c o n f o u n d e d t h e e f f e c t o f t e a c h e r t y p e , t h e u n i v a r i a t e a n a l y s i s f o r t h e e f f e c t o f t y p e s c h o o l was p e r f o r m e d t o d e t e r m i n e s p e c i f i c a r e a s of d iff e re n c e s . The c r i t i c a l w i t h a p r o b a b i l i t y o f .0 390 99. h y p o t h e s i s was r e j e c t e d . v a l u e f o r t h e F - d i s t r 1 b u t i o n was 2.20935 Based on t h e h y p o t h e s i s t e s t , th e null I t was c o n c l u d e d t h a t b o t h g r o u p s d i f f e r e d 122 w i t h r e s p e c t t o t h e t y p e o f s c h o o l i n w hi ch t h e y w e r e e m p lo y e d concerning r o le execution. type school The u n i v a r i a t e F - t e s t f o r t h e e f f e c t o f I n d i c a t e d t h a t t e a c h e r s d i f f e r e d on tw o p r o g ra m a r e a s . It was c o n c l u d e d t h a t t e a c h e r s i n a r e a c e n t e r s d i f f e r e d f r o m t h o s e i n hi g h schools. The u n i v a r i a t e a n a l y s i s 1s p r e s e n t e d 1n T a b l e 3 9 . T a b l e 39 .— U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by t y p e s c h o o l w i t h r e s p e c t t o r o l e e x e c u t i o n , main e f f e c t ( t y p e s c h o o l). Effect S u p e rv isin g occupa­ tio n a l experience pr ogram Member o f t h e profession (MS) Between (MS) Within df F Si g n 1 f . of F 1.54534 . 15 52 0 1,67 9.95733 .00240* 1.4 01 86 .25937 1 ,6 7 5.40489 .02312* ^ S i g n if ic a n t a t alpha < .05. T h e s e pr o gr a m a r e a s w e r e f u r t h e r a n a l y z e d by p l o t t i n g t h e means ( F i g u r e s 31 and 3 2 ). When t h e means f o r s u p e r v i s i n g o c c u p a t i o n a l e x p e r i e n c e pr o gr a m w e r e p l o t t e d , h i g h e r means. 1.87, 1.52. t e a c h e r s 1n hi g h s c h o o l s h e l d t h e H o r t i c u l t u r e t e a c h e r s 1n h i g h s c h o o l s r e c o r d e d a mean o f w h i l e p r o d u c t i o n t e a c h e r s 1n h i g h s c h o o l s r e c o r d e d a mean o f H orticulture teachers w hile production teach ers 1n a r e a c e n t e r s r e c o r d e d a mean o f 1.28, i n a r e a c e n t e r s r e c o r d e d a mean o f 1.19. T h e s e d a t a ca n be e x a m i n e d 1n F i g u r e 31. When t h e m ean s f o r s e r v i n g a s a member o f t h e p r o f e s s i o n w e r e p l o t t e d , t h e h i g h s c h o o l s a g a i n had t h e 123 3 2 Hort. Pr o d . 1 □ F i g u r e 3 1 - - _ Ro l e e x e c u t i o n : S u p e r v i s i n g o c c u p a t i o n a l e x p e r i e n c e p r o g r a ms , by t y p e s c h o o l . □ V. $ C4. a F i g u r e 3 2 . - - R o l e e x e c u t i o n : S e r v i n g a s a member o f t h e p r o f e s s i o n , by t y p e s c h o o l . 124 h i g h e s t mean. 1.95» The mean f o r h o r t i c u l t u r e t e a c h e r s i n h i g h s c h o o l s was w h i l e t h e means f o r p r o d u c t i o n t e a c h e r s 1n h i g h s c h o o l s was 1.63. The mean f o r h o r t i c u l t u r e t e a c h e r s 1n a r e a c e n t e r s was 1.41, w h i l e t h e mean f o r p r o d u c t i o n t e a c h e r s 1n a r e a c e n t e r s was 1.25. T h e s e d a t a can be e x a m i n e d i n F i g u r e 32. A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by s c h o o l c o m m u n it y c l a s s i f i c a t i o n with r e s p e c t to r o le execution. S e c o n d a r y H y p o t h e s i s (Sc ho ol C h a r a c t e r i s t i c ) Ho 16: T h e r e i s no d i f f e r e n c e 1n t h e e x e c u t i o n o f r o l e a c t i v i t i e s b e t w e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t l c u l t u r e t e a c h e r s b a s e d on s c h o o l community c l a s s i f i c a t i o n . T a b l e 4 0 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s c h o o l community c l a s s i ­ f i c a t i o n with r e s p e c t t o r o l e e x e c u tio n . F Effect Main ( t e a c h e r t y p e ) 10.66005 df S1gni f . of F T e s t Name 8,57 0* W ilks ^ S i g n i f i c a n t a t alpha < .05. The t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t I n d i c a t e d a s i g n i f i c a n t m ai n e f f e c t f o r t e a c h e r t y p e when t e s t e d a t a l p h a < .05. The c r i t i c a l w i t h a p r o b a b i l i t y o f 0. v a l u e f o r t h e F - d 1 s t r 1 b u t l o n was 10.66005 Based on t h e p r e c e d i n g h y p o t h e s i s t e s t , n u l l h y p o t h e s i s was r e j e c t e d . I t was c o n c l u d e d t h a t p r o d u c t i o n the 125 t e a c h e r s d i f f e r e d fro m o r n a m e n t a l t e a c h e r s i n t h e d i f f e r e n t s c h o o l c o m m u n it y c l a s s i f i c a t i o n s . The u n i v a r i a t e F - t e s t i n d i c a t e d t h a t t h e t e a c h e r s d i f f e r e d on t h r e e d i f f e r e n t pro gra m a r e a s . T h e s e pr ogram a r e a s w e r e a d v i s i n g y o u t h o r g a n i z a t i o n s , g u i d a n c e and c o u n s e l i n g , the adult in stru ctio n al p r o g ra m . and The u n i v a r i a t e F - t e s t 1s p r e s e n t e d i n Table 41. T a b l e 4 1 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s c h o o l community c l a s s i f i c a t i o n w i t h r e s p e c t t o r o l e e x e c u t i o n . (MS) Between (MS) W it h in df 10.33935 .3 4608 1 ,6 4 2 9 .8 7 5 4 7 .0 0081* G u i d a n c e and counseling 1. 5 0 3 0 5 .16983 1 ,6 4 8 .8 5 0 4 0 .00 41 3* Adult i n s t r u c ­ t i o n a l p r o gr a m 5.59610 .36465 1 ,6 4 1 5 .3 4 6 3 4 .0 0022* Effect Advising youth organizations F Signlf. of F ^ S i g n i f i c a n t a t alp h a < .05. To f u r t h e r a n a l y z e t h e s e d a t a , t h e means o f e ach a r e a i n d i c a t i n g d i f f e r e n c e s were p l o t t e d (F igures 33, 34, and 35) . The means f o r h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g a d v i s i n g y o u t h o r g a n i z a t i o n s w e r e h i g h e r t h a n t h o s e o f p r o d u c t i o n t e a c h e r s 1n e a ch c om m un ity classificatio n . The mean s f o r h o r t i c u l t u r e t e a c h e r s w e r e h i g h e s t 1n the c ity c la s s if ic a tio n (1.5 0). (2.25) and l o w e s t i n t h e r u r a l classificatio n The means f o r p r o d u c t i o n t e a c h e r s c o n c e r n i n g a d v i s i n g y o u t h 126 o r g a n i z a t i o n s w e r e h i g h e s t 1n t h e to wn c l a s s i f i c a t i o n (1.29) and l o w e s t 1n t h e u r b a n f r i n g e c l a s s i f i c a t i o n e x a m i n e d 1n F i g u r e 3 3 . p lotted, (1.12). T h i s I n f o r m a t i o n ca n be When t h e means f o r g u i d a n c e and c o u n s e l i n g w e r e t h e p r o d u c t i o n t e a c h e r s g e n e r a l l y had h i g h e r means. Only h o r t i c u l t u r e t e a c h e r s l o c a t e d 1n c o m m u n i t i e s c l a s s i f i e d a s u r b a n f r i n g e e x c e e d e d t h e mean o f p r o d u c t i o n t e a c h e r s . c u l t u r e t e a c h e r s was a t t h i s p o i n t . p re s e n ta tio n of th e se data. t i e s were p lo tte d , The h i g h e s t mean f o r h o r t i ­ F i g u r e 34 p r o v id e s a g r a p h i c When t h e mean s f o r a d u l t e d u c a t i o n a c t i v i ­ p roduction t e a c h e r s were g e n e ra lly higher. Urban f r i n g e c o m m u n i t i e s was t h e o n l y c a t e g o r y 1n w hi c h t h e h o r t i c u l t u r e teachers r e c o r d e d a h i g h e r mean (2.55). T he s e d a t a may be e x a m i n e d i n Figure 35. 3 2 Hort. Prod. □ Fi gu re 3 3 . — Role e x e c u t i o n : A d v i s i n g youth o r g a n i z a t i o n s , by s c h o o l communi t y c l a s s i f i c a t i o n . 127 3 2 Prod. Hort. 1 □ F i g u r e 3 ^ . " R o l e e x e c u t i o n : Gui d a n c e and c o u n s e l i n g a c t i v i t i e s , by s c h o o l communi t y c l a s s i f i c a t i o n . 3 2 Pr o d . H ad. 1 □ F i g u r e 3 5 . " " P o l e e x e c u t i o n : Ad u l t e d u c a t i o n a c t i v i t i e s , by s c h o o l communi t y c l a s s i f i c a t i o n . 128 -TJ.me-A1 lp.cat.lpn A o n e - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e 1 f t h e r e w e r e d i f f e r e n c e s b e t w e e n p r o d u c t i o n and h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g t h e t i m e t h e y a l l o c a t e d t o e a ch program a r e a . Prim ary H ypothesis Ho 17: T h e r e 1s no d i f f e r e n c e b e t w e e n o r n a m e n t a l - h o r t l c u l t u r e and p r o d u c t l o n - a g r l c u lt u r e te a c h e rs concerning tim e a llo c a te d t o e a c h p r og ra m a r e a . T a b l e 4 2 . — One-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e f o r t h e e f f e c t o f t e a c h e r t y p e by t i m e a l l o c a t i o n . E ffect F Main ( t e a c h e r t y p e ) 9.35309 df S ignif. of F T e s t Name 9,50 .00 036 * W ilk s ^ S i g n i f i c a n t a t alpha < .05. The o n e - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e I n d i c a t e d a s i g n i f i c a n t d i f f e r e n c e b e t w e e n h o r t i c u l t u r e and p r o d u c t i o n t e a c h e r s c o n c e r n i n g t i m e a l l o c a t e d t o e a c h p r o g ra m a r e a when t e s t e d a t a l p h a < .05. The c r i t i c a l p robability v a l u e f o r t h e F - d 1 s t r 1 b u t i o n was 9 3 5 3 0 9 w i t h a o f .0003 6. h y p o t h e s i s was r e j e c t e d . Based on t h e s i g n i f i c a n c e t e s t , th e null I t was c o n c l u d e d t h a t t h e r e w e r e d i f f e r e n c e s b e t w e e n p r o d u c t i o n and h o r t i c u l t u r e t e a c h e r s w i t h r e s p e c t t o t i m e a l l o c a t e d t o e a ch p r og ra m a r e a . The u n i v a r i a t e a n a l y s i s o f v a r i a n c e in d ic a te d t h a t t h e r e were t h r e e a re a s t h a t In d ic a te d a d iff e re n c e . a r e a s I n d i c a t i n g d i f f e r e n c e s a r e p r e s e n t e d 1n T a b l e 43. The 129 T a b le 4 3 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by t im e a l l o c a t e d t o each program a r e a . (MS) Between S1gn1f. of F (MS) W ithi n df 3745.10439 5 8 .6 7 3 7 7 1,58 63.82927 G u i d a n c e and counsel1ng 479.45008 50.61178 1,58 9.47309 .0 03 18 * Adult I n s t r u c ­ t i o n a l pr ogram 150.76754 17. 16 92 4 1,58 8.78126 .0 0 4 4 1 * Effect Advising youth organizations F 0* *S1gn1f1cant a t alpha < .05. Due t o t h e r e j e c t i o n o f t h e n u l l h y p o t h e s i s , t h e d a t a w e r e f u r t h e r a n a l y z e d by e x a m i n i n g t h e means o f e a ch a r e a I n d i c a t i n g a sig n ific a n t difference. The means f o r a d v i s i n g y o u t h o r g a n i z a t i o n s r e v e a l e d t h a t p r o d u c t i o n t e a c h e r s a l l o c a t e d c o n s i d e r a b l y m o re t i m e t h a n h o rtic u ltu re teachers. W h i l e p r o d u c t i o n t e a c h e r s a l l o c a t e d 18.89 p e rc e n t of t h e i r tim e t o a d v is i n g youth o r g a n i z a t i o n s , t h e h o r t i c u l t u r e t e a c h e r s a l l o c a t e d 2.50 p e r c e n t o f t h e i r t i m e t o t h i s a c t i v i t y . When t h e means f o r g u i d a n c e and c o u n s e l i n g w e r e e x a m i n e d , t h e h o r t i c u l t u r e t e a c h e r s a l l o c a t e d 11.18 p e r c e n t o f t h e i r t i m e , ers allocated 531 percent. w hile production teach­ The means f o r a d u l t e d u c a t i o n a c t i v i t i e s I n d i c a t e d t h a t h o r t i c u l t u r e t e a c h e r s a l l o c a t e d 4.00 p e r c e n t o f t h e i r tim e, w h i l e p r o d u c t i o n t e a c h e r s ^ l o c a t e d .71 p e r c e n t . C learly the h o r t i c u l t u r e t e a c h e r s d e v o t e d m o re t i m e t o a d u l t e d u c a t i o n a c t i v i t i e s . Means f o r o t h e r pr o g ra m a r e a s may be e x a m i n e d 1n A p pe nd ix C. 130 A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by s e x w i t h r e s p e c t t o t i m e a l l o ­ c a t e d t o e a ch p r o g r a m a r e a . t i o n by s e x and a l l P ro b a b ility data concerning tim e a llo c a ­ o t h e r I n d e p e n d e n t v a r i a b l e s may be f o u n d 1n Appe nd ix B. Secondary H ypothesis (Teacher C h a r a c t e r i s t i c ) Ho 18: T h e r e i s no d i f f e r e n c e 1n t h e t i m e a l l o c a t e d t o e ach p r o ­ gram a r e a b e t w e e n o r n a m e n t a l - h o r t l c u l t u r e and p r o d u c t l o n a g r l c u l t u r e t e a c h e r s b a s ed on s e x . T a b l e 4 4 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s e x w i t h r e s p e c t t o t i m e allocation. Effect Main ( t e a c h e r t y p e ) F 9.11820 df Si g n 1 f . of F T e s t Name 9,48 .0 0 0 7 * W ilk s ^ S i g n i f i c a n t a t alpha < .05. The t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e t e s t I n d i c a t e d a s i g n i f i c a n t m ai n e f f e c t f o r t e a c h e r t y p e when t e s t e d a t a l p h a < .05. The c r i t i c a l F - v a l u e was 9.11820 w i t h a p r o b a b i l i t y o f .0007. on t h e h y p o t h e s i s t e s t » t h e n u l l h y p o t h e s i s was r e j e c t e d . Based I t was c o n c l u d e d t h a t p r o d u c t i o n m a l e s d i f f e r e d f ro m h o r t i c u l t u r e m a l e s and p r o d u c t i o n f e m a l e s d i f f e r e d f ro m h o r t i c u l t u r e f e m a l e s . The u n i v a r i a t e a n a ly s is In dicated t h a t th e teach ers d iffe re d w ith re sp e c t to advising youth o r g a n i z a t i o n s , g u i d a n c e and c o u n s e l i n g , and t h e a d u l t 131 instructional pr og ram . The u n i v a r i a t e a n a l y s i s f o r d a t a c o n c e r n i n g t h e s e t h r e e a r e a s i s p r e s e n t e d in T able 45. T a b l e 4 5 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s e x w i t h r e s p e c t t o t i m e a l l o c a t i o n , main e f f e c t ( t e a c h e r t y p e ) . (MS) Between (MS) Withi n df 3745.10439 5 9 .9 2 1 9 3 1 ,5 6 62 . 4 9 9 7 3 479.45008 51.04878 1, 5 6 9.39200 .0 0335* 150.76754 17.72216 1,56 8.50729 .00508* Effect Advising youth o r g a n i z a t i ons G u i d a n c e and counseling Adult i n s t r u c ­ t i o n a l p r o g ra m F Signi f . of F 0* ^ S ig n if ic a n t a t alpha < .05. S i n c e t h e n u l l h y p o t h e s i s was r e j e c t e d , th e s e data were f u r t h e r a n a l y z e d by p l o t t i n g t h e mean s o f e a ch a r e a I n d i c a t i n g d i f f e r e n c e s (F ig u re s 36, 37, and 38). The means f o r a d v i s i n g y o u t h o r g a n i z a t i o n s i n d i c a t e d t h a t p r o d u c t i o n m a l e s and f e m a l e s a l l o c a t e d more t i m e t o t h i s a c t i v i t y t h a n d i d h o r t i c u l t u r e m a l e s and f e m a l e s . t h e s e data. F i g u r e 36 p r e s e n t s The means f o r g u i d a n c e and c o u n s e l i n g I n d i c a t e d t h a t h o r t i c u l t u r e m a l e s and f e m a l e s a l l o c a t e d m or e t i m e t o t h i s a c t i v i t y . T h e s e d a t a can be e x a m i n e d i n F i g u r e 37. activ ities The means f o r a d u l t e d u c a t i o n i n d i c a t e d t h a t h o r t i c u l t u r e t e a c h e r s a l l o c a t e d more t i m e f o r a d u lt education a c t i v i t i e s than production teach ers. e x a m i n e d i n F i g u r e 38 . T h e s e d a t a c a n be 132 1□□ 75 55 25 Pr od. Hort. Figure 3 6 . --Time a l l o c a t i o n : by s e x . A d vi s in g youth o r g a n i z a t i o n s , 1 75 -■ 55 7 25 7 F i g u r e 3 7 . - - T i m e a l l o c a t i o n : G u i d a n c e and c o u n s e l i n g a c t i v i t i e s , by s e x . 133 Hort. Fi gure 3 8 . - -Ti me a l l o c a t i o n : by s e x . Adult educa tio n a c t i v i t i e s , A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by a g e w i t h r e s p e c t t o t i m e allo catio n . Secondary H ypothesis (T eacher C h a r a c t e r i s t i c ) Ho 19: T h e r e 1s no d i f f e r e n c e 1n t h e t i m e a l l o c a t e d t o e a ch p r o ­ gram a r e a b e t w e e n o r n a m e n t a l - h o r t l c u l t u r e and p r o d u c t i o n a g r i c u l t u r e t e a c h e r s b a s e d on a g e . 134 Ta bl e 4 6 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by age w it h r e s p e c t t o t i m e allocation. F Effect Interaction ty p e x age) df Signif. of F T e s t Name (teacher 2.49815 54,193 .00025* Wilk s Main ( a g e ) 1. 26 47 3 63,214 .1 1 1 6 9 W ilk s Main ( t e a c h e r t y p e ) 9.03982 9,37 .0 004* Wilk s ^ S i g n i f i c a n t a t alpha < .05. The tw o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e i n d i c a t e d a s i g ­ n i f i c a n t i n t e r a c t i o n e f f e c t ( t e a c h e r t y p e x a g e ) and m ain e f f e c t f o r t e a c h e r t y p e when t e s t e d a t a l p h a < .05. S i n c e i n t e r a c t i o n e f f e c t may c o n f o u n d m ai n e f f e c t * t h e i n t e r a c t i o n e f f e c t w i l l critical The v a l u e f o r t h e F - d i s t r i b u t i o n was 2.49815 w i t h a p r o b a b i l i t y o f .00025 f o r t h e i n t e r a c t i o n e f f e c t . null be d i s c u s s e d . h y p o t h e s i s was r e j e c t e d . Based on t h e h y p o t h e s i s t e s t * the I t was c o n c l u d e d t h a t t i m e a l l o c a t e d t o some p r o g ra m a r e a s de p e n de d on t h e i n t e r a c t i o n o f a g e and t e a c h e r t y p e . A l t h o u g h a s i g n i f i c a n t m ain e f f e c t f o r t e a c h e r t y p e was found* 1t c a n n o t be s a i d t h a t t h i s was a c t u a l l y c a u s e d by t e a c h e r t y p e b e c a u s e t h e c e l l s w e r e n o t e q u a l and w e r e n o t i n d e p e n d e n t ; t h e r e f o r e * t h e i n t e r a c t i o n e f f e c t may h a v e c o n f o u n d e d t h e m a i n e f f e c t . The u n i v a r i a t e a n a l y s i s i n d i c a t e d f o u r program a r e a s were p a r t o f t h i s i n t e r a c t i o n . T h e s e p r o g ra m a r e a s w e r e g u i d a n c e and c o u n s e l i n g , t i o n a l p r o g r a m , member o f a p r o f e s s i o n a l s t a f f , the adult in stru c­ and member o f t h e 135 profession. The s i g n i f i c a n t u n i v a r i a t e d a t a a r e p r e s e n t e d i n Table 47. T a b l e 4 7 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by age w i t h r e s p e c t t o t i m e a l l o c a t e d t o e a ch program a r e a , I n t e r a c t i o n e f f e c t ( te a c h e r type x ag e ). Effect G u i d a n c e and c o u n s e l 1ng Adult i n s t r u c ­ t i o n a l pr ogram (MS) Between (MS) Within 115.09166 42.58780 df F Signi f . of F 6,45 2.70246 .02510* 37.81191 14.66701 6,45 2.57802 .0 3120* Member o f a p r o ­ fessional s ta f f 16 6. 36 20 3 54.94470 6,45 3 .0 2 7 8 1 .01 425 * Member o f t h e profession 1 2 4 .3 5 8 1 4 1 6. 95 33 5 6,45 7 .3 35 31 .0003* ^ S ig n if ic a n t a t alpha < .05. B e c a u s e t h e n u l l h y p o t h e s i s was r e j e c t e d , t h e d a t a w e r e f u r t h e r a n a l y z e d by p l o t t i n g t h e means o f e a c h a r e a i n d i c a t e d by t h e u n i v a r i a t e analysis (F igures 39-42). The means f o r g u i d a n c e and c o u n s e l i n g i n d i ­ c a t e d t h a t a f t e r t h e a g e o f 40, t e a c h e r s s p e n t more t i m e on t h i s a ctiv ity , especially h o rtic u ltu re teachers. c o u n s e l i n g c a n be e x a m i n e d 1n F i g u r e 39. tional The means f o r g u i d a n c e and The means f o r a d u l t I n s t r u c ­ a c t i v i t i e s Indicated t h a t o ld er h o rtic u ltu re teachers allocated more t i m e t o a d u l t p r o g r a m s w h i l e p r o d u c t i o n t e a c h e r s a l l o c a t e d l e s s tim e with in c re a s e d age. These d a ta a r e p r e s e n te d in F ig u re 40. When 136 1□□ 75 50 A Z5 ~ r Hort , Prod, □ F i g u r e 3 9 - _ - Ti me a l l o c a t i o n : Gu i d a n c e and c o u n s e l i n g a c t i v i t i e s , by a g e . 15 / Hort , I D _I----------------------------------------------------------------------------------------- 1 x . / -------- "-------------------------- ^ Pr o d . Q _ ----------- ,--------------------- .----------------------,--------------------- ,--------------------- ,---------------------,--------------------- ,--------------------- 1--------------------- 1 ° <& Figure A0. --Ti me a l l o c a t i o n : by a g e . % *7 ^ *5V Adult e d u c a t i o n a c t i v i t i e s , 137 t h e means f o r s e r v i n g a s a member o f a p r o f e s s i o n a l s t a f f w e r e p l o t t e d , t h e a g e c a t e g o r i e s 3 5 - 3 9 and 50 - 5 4 I n d i c a t e d s i g n i f i c a n t I n t e r a c t i o n s . At ag e 3 5 - 3 9 p r o d u c t i o n t e a c h e r s I n d i c a t e d t h e l e a s t am ou nt o f t i m e f o r s t a f f a c t i v i t i e s and s t e a d i l y I n c r e a s e d t o a g e 5 0 - 5 4 . H orticulture t e a c h e r s I n d i c a t e d t h e g r e a t e s t amo un t o f t i m e a t ag e 3 5 - 3 9 and decreased u n t il F i g u r e 41. a f t e r 49 y e a r s o f age. T h e s e d a t a can be e x a m i n e d in When t h e means f o r s e r v i n g a s a member o f t h e p r o f e s s i o n were p l o t t e d , p roduction t e a c h e r s of a l l more t i m e t o t h e p r o f e s s i o n . was 35 p e r c e n t , a g e s l e s s t h a n 55 a l l o c a t e d The h i g h e s t mean f o r p r o d u c t i o n t e a c h e r s w h i l e t h e l o w e s t mean was 3 p e r c e n t . f o r h o r t i c u l t u r e t e a c h e r s was 4.71 p e r c e n t , percent. The h i g h e s t mean and t h e l o w e s t mean was .50 I t i s i n t e r e s t i n g t h a t a f t e r a g e 29 t h e mean f o r h o r t i c u l t u r e te a c h e rs declined u n til a g e 54. T h e s e d a t a c a n be e x a m i n e d i n F i g u r e 42. 15 -= ID 5 X Hnrt . Pr od. F i g u r e **1 . — Time a l l o c a t i o n : by a g e . Professional staff activities, 138 35 - j 3D 4- Prod . Hort. F i g u r e ^ 2 . - - T i m e a l l o c a t i o n : S e r v i n g a s a member o f t h e p r o f e s s i o n , by a g e . A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by d e g r e e e a r n e d w i t h r e s p e c t t o tim e a ll o c a t i o n . Secondary H y p o th e sis (T e ac h e r C h a r a c t e r i s t i c ) Ho 2 0 : T h e r e 1s no d i f f e r e n c e i n t h e t i m e a l l o c a t e d t o e a c h p r o ­ gram a r e a b e t w e e n o r n a m e n t a l - h o r t l c u l t u r e and p r o d u c t i o n a g r i c u l t u r e t e a c h e r s b a s e d on d e g r e e e a r n e d . 139 Ta bl e 4 8 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by d e g r e e earned w it h r e s p e c t t o time a l l o c a t i o n . F E ffect Main ( t e a c h e r t y p e ) 8.82041 Signif. of F df 9,46 T e s t Name .000147* Wilk s * S i g n if l e a n t a t alpha < .05. The t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e i n d i c a t e d a s i g n i f i c a n t m ai n e f f e c t f o r t e a c h e r t y p e when t e s t e d a t a l p h a < .05. The v a l u e f o r t h e F - d i s t r i b u t i o n was 8.82041 w i t h a p r o b a b i l i t y o f .000147. The n u l l h y p o t h e s i s was r e j e c t e d . I t was c o n c l u d e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d fro m h o r t i c u l t u r e t e a c h e r s b a s e d on degrees. The u n i v a r i a t e a n a l y s i s I n d i c a t e d t h a t t h e a r e a s i n d i c a t i n g s i g n i f i c a n t d i f f e r e n c e s w e r e a d v i s i n g y o u t h o r g a n i z a t i o n s , g u i d a n c e and counseling, and t h e a d u l t I n s t r u c t i o n a l p ro g ra m . The u n i v a r i a t e a n a l y s i s i s p r e s e n t e d 1n T a b l e 4 9 . Due t o t h e r e j e c t i o n o f t h e n u l l h y p o t h e s i s , t h e means o f t h e a re a s i n d i c a t i n g d i f f e r e n c e s were p l o tt e d t o de te rm in e s p e c i f i c a re a s of d iffe re n c e (Figures 43, 44, and 45). When t h e means f o r a d v i s i n g y o u t h o r g a n i z a t i o n s w e r e p l o t t e d , t h e means o f p r o d u c t i o n t e a c h e r s w e r e c l e a r l y much h i g h e r t h a n t h e means o f h o r t i c u l t u r e t e a c h e r s . I t is i m p o r t a n t t o n o t e t h a t t h e mean s o f b o t h g r o u p s d r o p p e d a f t e r t h e b ach elo r’ s degree. T h e s e d a t a c a n be o b s e r v e d i n F i g u r e 4 3 . The Ta b le 4 9 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by d e g r e e earned w it h r e s p e c t t o t i m e a l l o c a t e d t o each program a r e a , main e f f e c t ( t e a c h e r t y p e ) . (MS) Within df 3 7 4 5 .1 0 4 3 9 62.15278 1,54 6 0 .2 56 43 G u i d a n c e and counseling 479.45008 49.88430 1,54 9.61124 .00 307 * Adult i n s t r u c ­ t i o n a l pro gra m 150.76754 18.15008 1,54 8.30672 .00 566 * Effect Advising youth organizations (MS) Between F ^ S i g n if ic a n t a t a lp h a < .05. 25 Prod. 2 0 5 □ 5 Hort. □ F i g u r e 4 3 . — Ti me a l l o c a t i o n : A d v i s i n g y o u t h o r g a n i z a t i o n s , by d e g r e e e a r n e d . Si g n 1 f . of F 0* 141 mean s f o r g u i d a n c e and c o u n s e l i n g w e r e e x t r e m e l y low f o r b o t h g r o u p s ; however* h o r t i c u l t u r e t e a c h e r s were c o n s i s t e n t l y h ig h e r th an p ro d u ctio n teachers. Data c o n c e r n i n g g u i d a n c e and c o u n s e l i n g can be e x a m i n e d i n F i g u r e 44 . The means f o r a d u l t e d u c a t i o n a c t i v i t i e s h o r t i c u l t u r e t e a c h e r s a l l o c a t e d more t i m e a c r o s s a l l indicated th a t degrees. I t is i n t e r e s t i n g t h a t a f t e r t h e b a c h e l o r ’s d e g r e e t h e mean o f h o r t i c u l t u r e t e a c h e r s d e c l i n e d f ro m 4.70 p e r c e n t t o 3. 10 p e r c e n t * production teach ers w h i l e t h e mean f o r i n c r e a s e d fro m .66 p e r c e n t t o .81 p e r c e n t . d a t a can be ex a mi n ed i n F i g u r e 4 5 . 25 j 20i 15 ID Prod, D r% % v 'S ’ % F i g u r e 4 4 . --T ime a l l o c a t i o n : Guidance and c o u n s e l i n g a c t i v i t i e s , by d e g r e e e ar n e d . ^ Th e se 142 25 2 0 5 □ Hort. 5 Prod. □ F i g u r e 4 5 . - - T i m e a l l o c a t i o n : Ad u l t e d u c a t i o n a c t i v i t i e s , by d e g r e e e a r n e d . A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by y e a r s o f t e a c h i n g e x p e r i e n c e with r e s p e c t t o tim e a l l o c a t i o n . Secondary H ypothesis Ho 2 1 : (Teacher C h a r a c t e r i s t i c ) T h e r e i s no d i f f e r e n c e 1n t h e t i m e a l l o c a t e d t o e a ch pr o g ra m a r e a b e t w e e n o r n a m e n t a l - h o r t l c u l t u r e and p r o d u c t l o n - a g r l c u l t u r e t e a c h e r s b a s e d on y e a r s o f t e a c h i n g experience. 143 T a b le 5 0 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by y e a r s o f t e a c h i n g e x p e r i ­ e n c e wit h r e s p e c t t o t im e a l l o c a t i o n . df Si g n 1 f . of F T e s t Name 9,42 .00 01 0* W ilk s F Effect Main ( t e a c h e r t y p e ) 9 .4 6 2 8 3 ♦ S i g n i f i c a n t a t alpha < .05. The t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t i n d i c a t e d a s i g n i f i c a n t m ain e f f e c t f o r t e a c h e r t y p e . the F -d istrib u tio n was 9.46283 h y p o t h e s i s was r e j e c t e d . The v a l u e f o r w i t h a p r o b a b i l i t y o f .00010. The n u l l I t was c o n c l u d e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d from h o r t i c u l t u r e t e a c h e r s b a s e d on y e a r s o f t e a c h i n g experience. The u n i v a r i a t e a n a l y s i s o f v a r i a n c e I n d i c a t e d t h a t t h e s p e c i f i c a re a s t h a t d i f f e r e d were a d v is in g youth o r g a n iz a tio n s , guid­ a n c e and c o u n s e l i n g , and t h e a d u l t I n s t r u c t i o n a l p ro g ra m . Da ta c on ­ c e r n i n g t h e u n i v a r i a t e a n a l y s i s c a n be o b s e r v e d 1n T a b l e 51. The d a t a w e r e f u r t h e r a n a l y z e d by p l o t t i n g t h e means o f e a c h s i g n i f i c a n t a re a (F ig u re s 46, 47, youth o r g a n iz a tio n s c l e a r l y and 48). The means f o r a d v i s i n g In dicated t h a t production teach ers a l l o c a t e d m o re t i m e a c r o s s a l l c a t e g o r i e s o f y e a r s t e a c h i n g e x p e r i e n c e . The l o w e s t p e r c e n t a g e f o r p r o d u c t i o n t e a c h e r s was 14.16 p e r c e n t , r e c o r d e d by t e a c h e r s w i t h 1-4 y e a r s o f t e a c h i n g e x p e r i e n c e ; t h e h i g h e s t p e r c e n t a g e was 23.57 p e r c e n t , teaching experience. r e c o r d e d by t e a c h e r s w i t h 1 5 -1 9 y e a r s o f The h i g h e s t f o r h o r t i c u l t u r e t e a c h e r s was 4.00 Ta bl e 5 1 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by y e a r s o f t e a c h i n g e x p e r i e n c e wit h r e s p e c t t o t i m e a l l o c a t i o n . (MS) Between S ignif. of F (MS) Within df 3 745.10439 60.33995 1,50 62.06674 G u i d a n c e and counseling 479.45008 51.49868 1,50 9 .3 0 9 9 5 .0 03 64* A dult i n s t r u c ­ t i o n a l pr ogram 150.76754 13.59492 1,50 11 .0 89 99 .00164* E ffect Advising youth organizations F 0* ^ S ig n if ic a n t a t alpha < .05. percent* r e c o r d e d by t e a c h e r s w i t h 10-14 y e a r s o f t e a c h i n g e x p e r i e n c e ; t h e l o w e s t was 1.25 p e r c e n t * r e c o r d e d by t e a c h e r s w i t h 1-4 y e a r s o f experience. T he se d a t a c a n be o b s e r v e d i n F i g u r e 46. When t h e means f o r g u i d a n c e and c o u n s e l i n g w e r e p l o t t e d * t h e h o r t i c u l t u r e t e a c h e r s a l l o c a t e d m o re t i m e a c r o s s a l l c a t e g o r i e s . d e c l i n e in both groups a f t e r 4 y e a r s u n t i l This area In d icated a 10-14 y e a r s . mean f o r h o r t i c u l t u r e t e a c h e r s was 20.00 p e r c e n t * The h i g h e s t r e c o r d e d by t e a c h e r s w i t h 20> y e a r s ; t h e l o w e s t was 7.20 p e r c e n t * r e c o r d e d by t e a c h e r s w i t h 10-14 y e a r s . percent, The h i g h e s t mean f o r p r o d u c t i o n t e a c h e r s was 6.00 r e c o r d e d by t e a c h e r s w i t h 0 y e a r s ; t h e l o w e s t mean was 3 3 3 , r e c o r d e d by t e a c h e r s w i t h 10- 14 y e a r s . Ten t o 14 y e a r s was t h e p o i n t a t which b o t h g r o u p s a l l o c a t e d t h e l e a s t t i m e f o r g u i d a n c e and counseling a c t i v i t i e s . D a t a c o n c e r n i n g g u i d a n c e and c o u n s e l i n g c a n be e x a m i n e d i n F i g u r e 47. The d a t a f o r t h e a d u l t i n s t r u c t i o n a l p r o gr a m ;hr:- W’ ; •: . - o ' • . i ' - ^ ;; W :'\: iSy ■■ H I.-- i A '1. I 4 ■, ' : ■ rv^r 3 3 ■' ‘ . m -, m--i \vv li-gj . 14 !.; '■•■ i 145 25 2 0 \ Prod. 5 Hort. □ /. / F i g u r e 4 6 . - T ime a l l o c a t i o n : A d v i s i n g y o u t h o r g a n i z a t i o n s , by y e a r s o f t e a c h i n g e x p e r i e n c e . 2 0 y / Hort. 5 □ /. Fig ur e 4 7 . --Time a l l o c a t i o n : Guidance and c o u n s e l i n g a c t i v i t i e s , by y e a r s o f t e a c h i n g e x p e r i e n c e . 11*6 i n d i c a t e d t h a t h o r t i c u l t u r e t e a c h e r s a l l o c a t e d more t i m e a c r o s s a l l categories. The h i g h e s t f o r h o r t i c u l t u r e t e a c h e r s was 10.00 p e r c e n t * r e c o r d e d by t e a c h e r s w i t h 1-4 y e a r s ; t h e l o w e s t was 2 3 0 p e r c e n t * r e c o r d e d by t e a c h e r s w i t h 5 - 9 y e a r s . t e a c h e r s was 1.16 p e r c e n t * l o w e s t was .40 p e r c e n t * The h i g h e s t f o r p r o d u c t i o n r e c o r d e d by t e a c h e r s w i t h 1-4 y e a r s ; t h e r e c o r d e d by t e a c h e r s w i t h 5 - 9 y e a r s . T he se d a t a ca n be ex am in ed i n F i g u r e 4 8 . 2D H ort. Prod. /. / Fi gure 4 8 . - - Ti me a l l o c a t i o n : Adult e d u c a t i o n a c t i v i t i e s , by y e a r s o f t e a c h i n g e x p e r i e n c e . 1*7 A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by s t u d e n t e n r o l l m e n t . Secondary H y p o th e s is (School C h a r a c t e r i s t i c ) Ho 2 2 : T h e r e 1s no d i f f e r e n c e 1n t h e t i m e a l l o c a t e d t o e a c h p r o g ra m a r e a b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t l o n - a g r l c u l t u r e t e a c h e r s b a s e d on s t u d e n t enrolIm ent. T a b l e 5 2 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s t u d e n t e n r o l l m e n t w i t h resp ect t o tim e a llo c a tio n . S ignlf. of F T e s t Name 36,144 .00478* Wilks 1 .0 4 0 6 9 72,238 .40355 Wilk s 9.44504 9,38 .000228* Wilks E ffect F In te rac tio n (teacher type x stu d e n t enrollm ent) 1 .8 8 2 7 8 Main ( s t u d e n t e n r o l l m e n t ) Main ( t e a c h e r t y p e ) df ^ S ig n if ic a n t a t a lp h a < .05. The t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t I n d i c a t e d a s i g n i f i c a n t I n t e r a c t i o n e f f e c t and m ai n e f f e c t f o r t e a c h e r type. The I n t e r a c t i o n e f f e c t may ha ve c o n f o u n d e d t h e main e f f e c t b e c a u s e t h e c e l l s w e r e n o t e q u a l and t h e r e f o r e n o t I n d e p e n d e n t . The r e s e a r c h e r b e li e v e d t h a t t h e I n t e r a c t i o n e f f e c t did n o t confound t h e m ain e f f e c t i n t h i s c a s e ; t h e r e f o r e * a d e t a i l e d d i s c u s s i o n w i l l p r e s e n t e d c o n c e r n i n g t h e m ai n e f f e c t o f t e a c h e r t y p e . be The u n i v a r i a t e a n a ly s i s of t h e I n t e r a c t i o n e f f e c t In d ic a te d a s i g n i f i c a n t I n t e r a c t i o n e ffe c t for the adult Instructional F -distrib u tio n , The n u l l p r o g ra m . The c r i t i c a l value f o r th e m ain e f f e c t was 9.44504 w i t h a p r o b a b i l i t y h y p o t h e s i s was r e j e c t e d . o f .000228. I t was c o n c l u d e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d f ro m h o r t i c u l t u r e t e a c h e r s w i t h r e s p e c t t o s t u d e n t enrollm ent. The u n i v a r i a t e a n a l y s i s f o r t h e main e f f e c t i n d i c a t e d t h a t th e tea c h e rs d iffe re d with resp e c t to th re e areas. T a b l e 53 p r e s e n t s th e d a ta concerning th e s e t h r e e a re a s . T a b l e 5 3 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s t u d e n t enrollm ent with r e s p e c t t o tim e a l l o c a t i o n . (MS) Between (MS) W it h in df 3745.10439 5 9. 4 9 9 9 1 1 ,4 6 62.94302 G u i d a n c e and counsel1ng 479.45008 41.40168 1 ,4 6 11 .5 8 0 3 9 .00139* A dult I n s t r u c ­ t i o n a l pr ogram 1 5 0 .7 6 7 5 4 15.6 86 97 1,4 6 9.61100 .00 330 * Effect Advising youth organizations F S ignif. of F 0* ^ S ig n if ic a n t a t < .05. Since th e null h y p o t h e s i s was r e j e c t e d , th e s e da ta were f u r t h e r a n a l y z e d by p l o t t i n g t h e mean s o f e a ch a r e a I n d i c a t i n g d i f f e r e n c e s ( F i g u r e s 4 9 , 5 0, and 51) . t i o n s were p l o tt e d , categories. When t h e means f o r a d v i s i n g y o u t h o r g a n i z a ­ p r o d u c t i o n t e a c h e r s a l l o c a t e d m or e t i m e a c r o s s a l l The h i g h e s t mean f o r p r o d u c t i o n t e a c h e r s was 30 p e r c e n t , r e c o r d e d by t e a c h e r s w i t h s c h o o l e n r o l l m e n t s o f 2 , 0 0 0 - 2 , 4 9 9 ; t h e l o w e s t 149 was 10 p e r c e n t , 1,999. r e c o r d e d by t e a c h e r s w i t h s c h o o l e n r o l l m e n t s o f 1 ,5 0 0 - The h i g h e s t mean f o r h o r t i c u l t u r e t e a c h e r s was 5 p e r c e n t , r e c o r d e d by t e a c h e r s w i t h s c h o o l e n r o l l m e n t s o f 1 , 2 5 0 - 1 , 4 9 9 ; t h e l o w e s t mean f o r h o r t i c u l t u r e t e a c h e r s was .33 p e r c e n t , w ith school e n r o l l m e n t s o f 1,500-1,999. r e c o r d e d by t e a c h e r s Data c o n c e r n i n g a d v i s i n g y o u t h o r g a n i z a t i o n s ca n be e x a m i n e d i n F i g u r e 49 . D a ta c o n c e r n i n g g u i d a n c e and c o u n s e l i n g i n d i c a t e d t h a t h o r t i c u l t u r e t e a c h e r s g e n e r a l l y a l l o c a t e d more t i m e f o r t h i s a c t i v i t y . was 4.20 p e r c e n t , The l o w e s t mean f o r h o r t i c u l t u r e t e a c h e r s r e c o r d e d by t e a c h e r s w i t h 1 , 0 0 0 - 1 , 2 4 9 s t u d e n t s e n r o l l e d in t h e i r sch o o ls. T h i s was t h e o n l y p o i n t a t whic h t h e mean of production te a c h e rs exceeded t h a t of h o r t i c u l t u r e tea c h e rs. The mean f o r h o r t i c u l t u r e t e a c h e r s s h a r p l y d e c l i n e d a f t e r 5 0 0 - 7 4 9 s t u d e n t s t o 1,000-1,249. A f t e r 1,249 s t u d e n t e n r o l l m e n t , in cre ase d u n t il 2,000-2,499 s tu d e n ts . t e a c h e r s was 10 p e r c e n t , 2,000-2,499. t h e mean s t e a d i l y The h i g h e s t mean f o r p r o d u c t i o n r e c o r d e d by t e a c h e r s w i t h e n r o l l m e n t s o f The l o w e s t mean f o r p r o d u c t i o n t e a c h e r s was 3.22 p e r c e n t , r e c o r d e d by t e a c h e r s w i t h e n r o l l m e n t s o f 7 5 0 - 9 9 9 . Data c o n c e r n i n g g u i d a n c e and c o u n s e l i n g c a n be e x a m i n e d 1n F i g u r e 50. When t h e d a t a f o r a d u l t e d u c atio n a c t i v i t i e s were p l o tt e d , th e h o r t i c u l t u r e t e a c h e r s a l l o c a t e d m o re t i m e o v e r a l l . The g r e a t e s t d i f f e r e n c e b e t w e e n t h e t w o g r o u p s e x i s t e d b e t w e e n 500 and 1,249 s t u d e n t s . h o r t i c u l t u r e t e a c h e r s was 10 p e r c e n t , percent. and t h e l o w e s t mean was 2.40 The h i g h e s t mean f o r p r o d u c t i o n t e a c h e r s was 2 3 t h e l o w e s t mean was .33 p e r c e n t . 51. The h i g h e s t mean f o r percent, and T he s e d a t a c a n be e x a m i n e d I n F i g u r e 150 35 -j Ho r t . Figure 4 9 . - - Time a l l o c a t i o n : A dv i sing youth o r g a n i z a t i o n s , by s t u d e n t e n r o l l m e n t . F i g u r e 5 0 . — Ti me a l l o c a t i o n : G u i d a n c e and c o u n s e l i n g a c t i v i t i e s , by s t u d e n t e n r o l l m e n t . 151 5 □ 5 — Hort. Prod. D F i g u r e 5 1 - - - Ti me a l l o c a t i o n : A d u l t e d u c a t i o n a c t i v i t i e s , by s t u d e n t e n r o l l m e n t . A t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was p e r f o r m e d t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by t y p e s c h o o l w i t h r e s p e c t t o tim e a llo c a tio n . S e c o n d a r y H y p o t h e s i s ( Sc ho o l C h a r a c t e r i s t i c ) Ho 2 3 : T h e r e 1s no d i f f e r e n c e 1n t h e t i m e a l l o c a t e d t o e ach p r o g ra m a r e a b e t w e e n o r n a m e n t a l - h o r t l c u l t u r e and p r o d u c t l o n - a g r i c u l t u r e t e a c h e r s b a s e d on t y p e s c h o o l . 152 Tab le 5 4 . —Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by t y p e s c h o o l wit h r e sp e c t t o time a l l o c a t i o n . F Effect df S1gni f . of F T e s t Name Main ( t y p e s c h o o l ) 2.17720 9,45 .0 4 1 8 5 * W ilk s Main ( t e a c h e r t y p e ) 9 .0 4 4 1 5 9,45 .0 0 0 1 * Wilks ♦ S ig n if ic a n t a t alpha < .05. The t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t i n d i c a t e d a s i g n i f i c a n t m a i n e f f e c t f o r t y p e s c h o o l and t e a c h e r t y p e when t e s t e d a t a l p h a < .05. Since th e c e l l s w ere not equal and I n d e p e n d e n t * t h e m ain e f f e c t f o r t y p e s c h o o l may h a v e c o n f o u n d e d t h e m ain e f f e c t f o r t e a c h e r t y p e . Therefore* m ai n e f f e c t f o r t y p e s c h o o l w i l l a d e ta ile d discussion of the be p r e s e n t e d . The c r i t i c a l F -value f o r t h e m ai n e f f e c t ( t y p e s c h o o l ) was 2.17720 w i t h a p r o b a b i l i t y o f .04185. rejected. Based on t h e s i g n i f i c a n c e t e s t * the null h y p o t h e s i s was I t was c o n c l u d e d t h a t a l l t e a c h e r s d i f f e r e d on t i m e a l l o c a t i o n w ith r e s p e c t t o ty p e school. The u n i v a r i a t e a n a l y s i s f o r th e e f f e c t of teach er type Indicated t h a t production teach ers d iffe re d f ro m h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g a d v i s i n g y o u t h o r g a n i z a t i o n s , g u i d a n c e and c o u n s e l i n g , and t h e a d u l t I n s t r u c t i o n a l u n i v a r i a t e a n a ly s i s f o r th e e f f e c t of type school program. The indicated a d i f f e r e n c e between ty p e school w ith r e s p e c t t o t h e a d u l t I n s t r u c t i o n a l p r o g ra m and s e r v i n g a s an e d u c a t i o n a l l e a d e r i n t h e c o m m u n it y . Table 153 55 p r e s e n t s d a t a c o n c e r n i n g t h e u n i v a r i a t e a n a l y s i s f o r t h e e f f e c t o f type school. T a b l e 5 5 . — U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by t y p e s c h o o l w i t h r e s p e c t t o t i m e a l l o c a t e d t o e ach pr ogram a r e a , main e f f e c t ( t y p e s c h o o l ) . (MS) Between Effect Adult i n s t r u c ­ t i o n a l pr og ram Educational le a d e r in t h e community (MS) W it h in df F S lg n if. of F 74.20614 16.25583 1,53 4.56489 .0 3 7 2 7 * 288.40766 52.3 75 51 1,53 5.50654 .02272* ^ S ig n if ic a n t a t alpha < .05. Due t o t h e r e j e c t i o n o f t h e n u l l h y p o t h e s i s , t h e means f o r each are a were p l o tt e d in structional ( F i g u r e s 52 and 53). The means f o r t h e a d u l t pr o g ra m i n d i c a t e d t h a t h o r t i c u l t u r e t e a c h e r s e m p l o y e d i n a r e a c e n t e r s a l l o c a t e d m or e t i m e f o r a d u l t a c t i v i t i e s . be o b s e r v e d i n F i g u r e 52. T h e s e d a t a can When t h e means f o r c o mm un ity l e a d e r s h i p a c t i v i t i e s w ere p l o t t e d , t h e h o r t i c u l t u r e t e a c h e r s in high s c h o o ls a l l o c a t e d m o re t i m e (14.40 p e r c e n t ) o v e r a l l , and p r o d u c t i o n t e a c h e r s i n a r e a c e n t e r s had t h e n e x t h i g h e s t mean (4.50 p e r c e n t ) . H orticulture t e a c h e r s i n h i g h s c h o o l s a l l o c a t e d t h e m o s t t i m e , and h o r t i c u l t u r e te a c h e rs in area c e n te rs a llo c a te d th e le a s t. e x a m i n ed i n F i g u r e 5 3 . T he s e d a t a ca n be 154 15 ID Hort. 5 Prod. □ / Figure 5 2 . --Time a l l o c a t i o n : by t y p e s c h o o l . Ad u l t e d u c a t i o n a c t i v i t i e s , 2D 15 ID \ \ \ Pr o d . N Hort. D F i g u r e 5 3 . “ “Ti me a l l o c a t i o n : E d u c a t i o n a l l e a d e r s h i p t h e c o mmu ni t y , by t y p e s c h o o l . in 155 A two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was performed t o d e t e r m i n e t h e e f f e c t o f t e a c h e r t y p e by s c h o o l community c l a s s i f i c a t i o n wit h r e s p e c t t o t i m e a l l o c a t i o n . Secondary H ypothesis (School C h a r a c t e r i s t i c ) Ho 2 4 : T h e r e 1s no d i f f e r e n c e i n t h e t i m e a l l o c a t e d t o each pr ogram a r e a b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r l c u l t u r e t e a c h e r s b a s e d on s c h o o l c om m un ity classificatio n . T a b l e 5 6 . — Two-way m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e s i g n i f i c a n c e t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s c h o o l community c l a s s i ­ f i c a t i o n with re s p e c t t o tim e a l l o c a t i o n . F Effect In te ra c tio n (teacher t y p e x s c h o o l com­ munity c l a s s i f i c a t i o n ) S ignlf. of F df T e s t Name 4.49824 27,123 Main ( s c h o o l commu­ nity c la s s if ic a tio n ) 1.25350 36,159 .1 7 4 0 8 Wilks Main ( t e a c h e r t y p e ) 9.13389 9,42 .000171 * Wilks 0* Wilks ^ S ig n if ic a n t a t alpha < .05. The t w o - w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e I n d i c a t e d a s i g n i f i c a n t i n t e r a c t i o n e f f e c t and m a i n e f f e c t f o r t e a c h e r t y p e . t h e c e l l s were not equal and I n d e p e n d e n t ha v e c o n fo u n d e d t h e m a i n e f f e c t . the In teractio n e ffe c t w ill an i n t e r a c t i o n e f f e c t may Therefore, be p r e s e n t e d . Since a d e ta ile d discussion of The c r i t i c a l i n t e r a c t i o n e f f e c t was 4. 498 2 w i t h a p r o b a b i l i t y o f 0. F-value f o r th e Therefore, the 156 n u l l h y p o t h e s i s was r e j e c t e d . I t was c o n c l u d e d t h a t t i m e a l l o c a t e d t o e a ch p r og ra m a r e a was an i n t e r a c t i o n b e t w e e n t e a c h e r t y p e and s c h o o l co m m u n it y c l a s s i f i c a t i o n . The u n i v a r i a t e a n a l y s i s f o r t h e main e f f e c t of t e a c h e r type in d ic a te d t h a t t h e t e a c h e r s d i f f e r e d concerning a d v is ­ ing youth o r g a n iz a tio n s , instructional p ro gra m . g u i d a n c e and c o u n s e l i n g , and t h e a d u l t The u n i v a r i a t e a n a l y s i s f o r t h e i n t e r a c t i o n e f f e c t i n d i c a t e d t h e p r o g ra m a r e a s s h o w i n g i n t e r a c t i o n w e r e t h e a d u l t instructional pr og ram and e d u c a t i o n a l l e a d e r s h i p i n t h e c om m un it y. The u n i v a r i a t e a n a l y s i s f o r t h e i n t e r a c t i o n e f f e c t c a n be o b s e r v e d i n T a b l e 57. T a b l e 57.— U n i v a r i a t e F - t e s t f o r t h e e f f e c t o f t e a c h e r t y p e by s c h o o l community c l a s s i f i c a t i o n w i t h r e s p e c t t o t i m e a l l o c a t e d t o e a ch pr ogram a r e a , i n t e r a c t i o n e f f e c t ( t e a c h e r t y p e x s c h o o l community c l a s s i f i c a t i o n ) . Effect Adult I n s t r u c ­ t i o n a l pr og ram Educational le a d e r i n t h e community (MS) Between (MS) W ithin df F S ignif. of F 50.86112 1 5 .1 9 7 0 2 3,50 3.34678 .0 2628* 660.51243 21.23150 3,50 31.11002 0* ^ S ig n if ic a n t a t alpha < .05. S i n c e t h e n u l l h y p o t h e s i s was r e j e c t e d , t h e data were f u r t h e r a n a l y z e d by p l o t t i n g t h e mean s o f t h e a r e a s i n d i c a t i n g I n t e r a c t i o n ( F i g u r e s 54 and 55). The means f o r t h e a d u l t i n s t r u c t i o n a l p r o g ra m 157 i n d i c a t e d an i n v e r s e r e l a t i o n s h i p b e t w e e n co m m u n it y c l a s s i f i c a t i o n and te a c h e r type. As t h e s i z e o f t h e c om m uni ty d e c r e a s e d , t h e amo un t o f t i m e a l l o c a t e d by h o r t i c u l t u r e t e a c h e r s I n c r e a s e d . As c o m m u n it y s i z e decreased fo r production te a c h e rs , th e tim e a llo c a te d also decreased w ith t h e e x c e p tio n o f t h e urban f r i n g e c l a s s i f i c a t i o n . The u r b a n f r i n g e c l a s s i f i c a t i o n i s where pro d u ctio n t e a c h e r s recorded t h e h i g h e s t mean and h o r t i c u l t u r e t e a c h e r s r e c o r d e d t h e i r l o w e s t mean. c a n f u r t h e r be o b s e r v e d i n F i g u r e 54. educational These d a ta The means f o r s e r v i n g a s an l e a d e r i n t h e c o m m u n it y b e h av ed s i m i l a r l y t o t h o s e o f t h e adult instructional program. As t h e mean s o f p r o d u c t i o n t e a c h e r s d e c l i n e d fro m one c l a s s i f i c a t i o n t o t h e n e x t , t h e means f o r h o r t i c u l ­ tu re tea c h e rs increased, a nd v i c e v e r s a . T h e s e d a t a can be o b s e r v e d in F i g u r e 55. 25 2 0 5 □ 5 Hort. Prod. □ Ca V . /C & * . F i g u r e 5**.- - T i m e a l l o c a t i o n : A d u l t e d u c a t i o n a c t i v i t i e s , by s c h o o l communi t y c l a s s i f i c a t i o n . 158 50 Hort. 3D Prod. F i g u r e 5 5 . — Ti me a l l o c a t i o n : E d u c a t i o n a l l e a d e r s h i p in t h e c o mmu ni t y , by s c h o o l communi t y c l a s s i f i c a t i o n . I m p o r t a n c e A t t a c h ed t o Each Pr og ram Area T h e s e d a t a w e r e a n a l y z e d by c o m p a r i n g t h e means o f e a c h a r e a by t e a c h e r type. Th os e a r e a s 1n which t h e means d i f f e r e d by .5 o r m or e w e r e c o n s i d e r e d t o be s i g n i f i c a n t . T he s e d a t a c o u l d p o s s i b l y be a n a l y z e d by more s o p h i s t i c a t e d a n a l y s i s . Primary H ypothesis Ho 2 5 : T h e r e 1s no d i f f e r e n c e b e t w e e n o r n a m e n t a l - h o r t l c u l t u r e and p r o d u c t l o n - a g r l c u lt u r e te a c h e rs concerning t h e Im portance t h e y a t t a c h t o e a c h pr ogr am a r e a . 159 T a b l e 5 8 . — Means f o r e a ch p ro gr a m a r e a by p o s i t i o n gr ou p and d i f f e r ­ e n c e s c o n c e r n i n g i m p o r t a n c e a t t a c h e d t o e a ch pr og ra m a r e a . Pr o g ram Area H orticulture Mean (N=27) Production Mean ( N=47) Mean D1f f. P l a n n i n g and i m p l e m e n t i n g t h e i n s t r u c t i o n a l pr og ram f o r secondary stu d e n ts 4.85 4.74 .11 A dvising a v o c a ti o n a l l y r e l a t e d youth o rg a n iz a tio n 2.85 4.57 1 .7 2 * S upervising occupational e x p e r i e n c e program 3.85 4.39 .5 4 * S e r v i n g i n a g u i d a n c e and counseling capacity 4.07 3.84 .23 Planning th e a d u lt i n s t r u c t i o n a l pr ogram 2.81 2.47 .3 4 Working a s an e d u c a t i o n a l l e a d e r i n t h e community 3.77 3.70 .07 Working a s a member o f a professional s ta f f 4.15 3.98 .17 Working a s a member o f th e profession 4.12 4.07 .0 5 * S i g n i f l e a n t when means d i f f e r by .5 o r more. A c c o r d i n g t o t h e d a t a shown i n T a b l e 5 8 , p r o d u c t i o n t e a c h e r s d i f f e r e d fro m h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g t w o p ro g ra m a r e a s . Therefore, th e null h y p o t h e s i s was r e j e c t e d . The t w o pr og ra m a r e a s w e r e a d v i s i n g y o u t h o r g a n i z a t i o n s and s u p e r v i s i n g o c c u p a t i o n a l e x p e r i ­ ence programs. When o b s e r v i n g t h e d a t a c o n c e r n i n g y o u t h o r g a n i z a t i o n s , t h e mean o f h o r t i c u l t u r e t e a c h e r s i n d i c a t e d t h a t t h i s a r e a was o f 160 l i t t l e t o some i m p o r t a n c e , w h i l e t h e mean o f p r o d u c t i o n t e a c h e r s I n d i ­ c a t e d t h a t 1 t was i m p o r t a n t t o v e r y I m p o r t a n t . When o b s e r v i n g t h e means f o r s u p e r v i s i n g t h e o c c u p a t i o n a l e x p e r i e n c e p r o g r a m , t h e means f o r h o r t i c u l t u r e t e a c h e r s I n d i c a t e d t h a t i t was o f some i m p o r t a n c e t o Im portant, w h i l e t h e mean o f p r o d u c t i o n t e a c h e r s I n d i c a t e d t h a t i t was im p o r ta n t t o very im p o rta n t. To f u r t h e r a n a l y z e t h e d a t a c o n c e r n i n g t h e I m p o r t a n c e a t t a c h e d t o e a ch p r o g ra m a r e a , t h e means w e r e r a n k e d by p o s i t i o n gr ou p ( s e e T a b l e 5 9 ). When t h e means w e r e r a n k o r d e r e d , p l a n n i n g and i m p l e m e n t i n g t h e i n s t r u c t i o n a l both groups I d e n t i f i e d program f o r secondary s t u d e n t s a s t h e m o s t I m p o r t a n t and t h e a d u l t i n s t r u c t i o n a l p r o g ra m a s l e a s t im portant. 161 T a b l e 5 9 . — Means by r a n k c o n c e r n i n g I m p o r t a n c e a t t a c h e d t o e a ch a r e a . H orticulture Production Program Area Rank P l a n n i n g and i m p l e m e n t i n g t h e I n s t r u c t i o n a l pr o g ra m f o r secondary s tu d e n ts Mean Rank Mean 1 4.85 1 4.74 Advising v o c a t i o n a l l y r e l a t e d youth o r g a n i z a t i o n s 7 2.85 2 4.57 Supervising occupational e x p e r i e n c e p ro g ra m s 5 3.85 3 4.39 S e r v i n g i n a g u i d a n c e and counseling capacity 4 4.07 6 3.84 P l a n n i n g and i m p l e m e n t i n g t h e a d u l t i n s t r u c t i o n a l pr o g ra m 8 2.81 8 2.47 Working a s an e d u c a t i o n a l l e a d e r i n t h e community 6 3.77 7 3.70 Working a s a member o f a professional s t a f f 2 4.15 5 3.98 Working a s a member o f t h e profession 3 4.12 4 4.07 CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The p u r p o s e o f t h i s c h a p t e r i s t o s u m m a r i z e t h e r e s e a r c h s t u d y , r e v i e w r e s e a r c h o b j e c t i v e s , s t a t e c o n c l u s i o n s , a n d make r e c o m m e n d a t i o n s fo r fu rth e r research. Summary o f t h e St u d y Need f o r t h e St ud y V ocational a g r i c u l t u r e 1n t h e s e c o n d a r y s c h o o l s o f M i c h i g a n 1s p a r t of a comprehensive V ocational dents of th e s ta te . Education plan o f fe r e d t o t h e s t u ­ This plan p ro v id e s f o r s p e c ia l designed t o meet t h e needs of t h e s tu d e n t, state, vocational courses and comm unity . Voca­ t i o n a l c o u r s e s a r e d e s i g n e d t o m e e t s p e c i f i c n e e d s o f t h e c o m m u n it y , e s p e c i a l l y t h e v o c a t l o n a l - a g r l c u l t u r e pr o g ra m . There a re tremendous e x p e c ta tio n s of t h e v o c a t l o n a l - a g r l c u l t u r e teacher. I t 1s a p p a r e n t t h a t t h e r o l e o f t h e v o c a t l o n a l - a g r l c u l t u r e t e a c h e r 1s d e t e r m i n e d b e f o r e t h e I n c u m b e n t 1s s e l e c t e d . Guba, G e t z e l s , B i b l e , and many o t h e r s a g r e e t h a t 1 f r o l e p e r f o r m a n c e 1s t o be e f f e c ­ tive, t h e person occupying t h e p o s i t i o n m ust: I n te r n a l iz e r o le s a s so c ia te d with th e p o s itio n , agree with th e ro le s, (1) u n d e r s t a n d and (2) t o a c e r t a i n e x t e n t and (3) u n d e r s t a n d how t h e s e r o l e s r e l a t e t o o t h e r s around h im /her. 162 163 Considering t h e nature of th e job of t h e a g r ic u l t u r e t e a c h e r , 1t is Im perative t h a t th e ro le perceptions of th e a g ric u ltu re te a c h e r be u n d e r s t o o d by d e c i s i o n m a k e r s , t e a c h e r e d u c a t o r s , teachers, and p r o s p e c t i v e a g r i c u l t u r e t e a c h e r s . ag riculture T h i s s t u d y was d e s i g n e d t o d e f i n e and a n a l y z e t h e r o l e p e r c e p t i o n s o f p r o d u c t i o n and h o r t i c u l t u r e t e a c h e r s i n M ic h i g a n . D e f i n i n g and a n a l y z i n g t h e r o l e p e r c e p tio n s of t h e s e t e a c h e r s provided I n s i g h t I n to what i s happening 1n l o c a l p r o g r a m s and how t h e y may be Im pr ov ed . Teacher e d u c a to rs w ill be a b l e t o u s e t h i s i n f o r m a t i o n t o i m p r o v e c u r r i c u l u m and e x p e r i e n c e s for prospective teachers. Prospective teach ers w ill be a b l e t o u s e t h e r e s u l t s o f t h i s s t u d y a s a v e h i c l e t o u n d e r s t a n d i n g w h a t t h e j o b of t h e v o c a tio n al-ag ricu ltu re teacher e n ta ils . T h i s 1s a v e r y I m p o r t a n t a s p e c t of t h e s tu d y ; p e rs o n s occupying t h e p o s i t i o n u s u a lly d e te r m in e t h e q u a l i t y o f t h e p r o g ra m . I f p r o s p e c t i v e t e a c h e r s h a v e an i n - d e p t h u n d e r s t a n d i n g o f t h e p o s i t i o n b e f o r e t h e y o c cu py i t , it is conceivable t h a t t h e m o s t d e d i c a t e d a nd q u a l i f i e d i n d i v i d u a l s w i l l s e e k t h e s e positions. O b j e c t i v e s o f t h e St ud y S p e c i f i c o b j e c t i v e s o f t h e s t u d y w er e: 1. To d e t e r m i n e 1 f p r o d u c t l o n - a g r i c u l t u r e t e a c h e r s d i f f e r f r o m o r n a m e n ta l - h o r tl c u lt u r e te a c h e r s concerning p e rc e p tio n s of s e le c te d roles. 2. To d e t e r m i n e i f t e a c h e r c h a r a c t e r i s t i c s a n d / o r s c h o o l c h a r a c t e r i s t i c s in flu e n ce th e perceptions of s e le c te d r o le s of p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t l c u l t u r e t e a c h e r s . 164 3. To d e t e r m i n e 1 f p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s d i f f e r from o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s concerning th e e x e c u tio n of s e l e c t e d role a c tiv itie s . 4. To d e t e r m i n e i f t e a c h e r c h a r a c t e r i s t i c s a n d / o r s c h o o l c h a r a c t e r i s t i c s in flu e n ce th e execution of s e le c te d r o le s of p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s . 5. To d e t e r m i n e i f p r o d u c t l o n - a g r l c u l t u r e t e a c h e r s d i f f e r f ro m o r n a m e n t a l - h o r t i c u l t u r e te a c h e rs concerning t h e a l l o c a t i o n of tim e t o e a c h pr og ra m a r e a . 6. To d e t e r m i n e i f t e a c h e r c h a r a c t e r i s t i c s a n d / o r s c h o o l c h a r a c t e r i s t i c s i n f l u e n c e t h e t i m e p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s a l l o c a t e f o r s e l e c t e d p r o g ra m a r e a s . 7. To d e t e r m i n e i f d i f f e r e n c e s e x i s t b e tw e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l h o r t i c u l t u r e tea c h e rs concerning th e i m p o r t a n c e t h e y a t t a c h t o t h e s e l e c t e d pr ogram a r e a s . M e th o d o lo g y The d a t a w e r e o b t a i n e d from 72 v o c a t l o n a l - a g r l c u l t u r e t e a c h e r s 1n M i c h i g a n by m a i l e d q u e s t i o n n a i r e d u r i n g f a l l 1984. All o f t h e s e t e a c h e r s w e r e a c t i v e l y t e a c h i n g i n a v o c a t l o n a l - a g r l c u l t u r e p r o g r a m and w e r e r e c e i v i n g a d de d c o s t f u n d s t o c o m p e n s a t e f o r a d d i t i o n a l duties t h a t a r e demanded by t h e p r o g ra m . The q u e s t i o n n a i r e p r o v i d e d t h e r e s p o n d e n t s an o p p o r t u n i t y t o respond t o fo u r d i f f e r e n t ty p e s of data. concerning r o le percep tio n , The t y p e s o f d a t a w e r e r o l e e x e c u t i o n , t i m e a l l o c a t i o n t o e a ch 165 p r o g ra m a r e a , and t h e I m p o r t a n c e a t t a c h e d t o each p r o g ra m a r e a . The b a s ic fo rm a t f o r t h e in s tru m e n t involved e i g h t a re a s f o r th e v o c a t i o n a l - a g r i c u l t u r e program. Eighty r o l e a c t i v i t i e s were i d e n t i f i e d and u s e d t o d e f i n e t h e e i g h t a r e a s . The 80 r o l e a c t i v i t i e s w e r e us ed t o c o l l e c t d a t a c o n c e r n i n g r o l e p e r c e p t i o n and r o l e e x e c u t i o n . The e i g h t p r o g ra m a r e a s were used t o c o l l e c t d a ta c o n cerning t i m e a l l o c a ­ t i o n and i m p o r t a n c e a t t a c h e d t o e ach p r o g ra m a r e a . The d a t a c o n c e r n i n g r o l e p e r c e p t i o n c o n s i s t e d o f a f i v e - p o i n t scale. A response of 1 in d ic a te d t h a t th e a c t i v i t y " d e f i n i t e l y should n o t be d o n e , " w h i l e a r e s p o n s e o f 5 i n d i c a t e d t h a t t h e a c t i v i t y n itely s h o u l d be done." a c t i v i t i e s were executed, "defi­ To d e t e r m i n e t h e f r e q u e n c y t h a t t h e s e 80 r o l e a three-point scale 1 indicated th a t the a c tiv ity A response of was " n e v e r d o n e ," a r e s p o n s e o f 2 I n d i ­ c a t e d t h a t t h e a c t i v i t y was done " s o m e t i m e s , " Indicated th a t the a c tiv ity was used. and a r e s p o n s e o f 3 was done " o f t e n . " Data c o n c e r n i n g t i m e a l l o c a t i o n w e r e c o l l e c t e d by h a v i n g t h e r e s p o n d e n t s i n d i c a t e t h e p e r c e n t a g e o f t i m e t h e y a l l o c a t e d t o e ach area. Dat a c o n c e r n i n g i m p o r t a n c e a t t a c h e d t o e a ch pr og ra m a r e a w e r e c o l l e c t e d by h a v i n g t h e r e s p o n d e n t s i n d i c a t e on a f i v e - p o i n t s c a l e t h e I m p o r t a n c e t h e y a t t a c h e d t o e a ch a r e a . A response of 0 in d ic a te d t h a t t h e a r e a was " o f no I m p o r t a n c e , " w h i l e a r e s p o n s e o f 4 I n d i c a t e d that t h e a r e a was v e r y I m p o r t a n t . The r e s p o n d e n t s w e r e d i v i d e d I n t o t w o g r o u p s : (1) p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s and (2) o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s . r e s p o n s e s o f e ach g r o u p w e r e c o m p a r e d , The b a s e d on e ach t y p e o f d a t a 166 c o l l e c t e d 1n g e n e r a l and s p e c i f i c a l l y . They w e r e c o m p a r e d 1n g e n e r a l by t e s t i n g f o r d i f f e r e n c e s b e t w e e n t h e t w o g r o u p s . r o le execution, specifically selected R ol e p e r c e p t i o n , and d a t a c o n c e r n i n g t i m e a l l o c a t i o n w e r e c o m p a r ed by t e s t i n g f o r s p e c i f i c d i f f e r e n c e s c o n c e r n i n g s e v e n independent v a ria b le s . Summary o f F i n d i n g s The f i n d i n g s o f t h i s s t u d y w e r e a s f o l l o w s : C h a r a c t e r i s t i c s o f Respondents i n t h e P o s i t i o n Groups 1. T h i r t y - s i x and f i v e - t e n t h s p e r c e n t o f t h e r e s p o n d e n t s w e r e h o rtic u ltu re teachers 2. and 63.5 p e r c e n t w e r e p r o d u c t i o n t e a c h e r s . S e v e n t y - o n e and s e v e n - t e n t h s p e r c e n t o f t h e t o t a l g ro u p were m a l e s and 2 8 . 4 p e r c e n t w er e f e m a l e s . 3. The s m a l l e s t g r o u p p e r t a i n i n g t o s e x was p r o d u c t i o n fem a le s— 12.2 p e r c e n t o f t h e t o t a l 4. sample. S 1 x t y - s 1 x and t h r e e - t e n t h s p e r c e n t o f a l l t e a c h e r s w e r e u n d e r 40 y e a r s o f a g e . 5. F i f t y - o n e and f o u r - t e n t h s p e r c e n t o f a l l t e a c h e r s h e l d a b a c h e l o r ' s d e g r e e and 4 3 . 2 p e r c e n t h e l d a m a s t e r ' s d e g r e e . 6. It is I n t e r e s t i n g t h a t 71.1 p e r c e n t o f a l l respondents h o ld in g th e b a c h e lo r's degree were p ro d u ctio n te a c h e rs . 7. Only 4.1 p e r c e n t o f a l l te a c h e rs held th e educational s p e c i a l i s t d e g r e e , and no t e a c h e r s h e l d a d o c t o r a t e d e g r e e . 8. F i f t y - t w o and s e v e n - t e n t h s p e r c e n t o f a l l t h a n 10 y e a r s o f t e a c h i n g e x p e r i e n c e . t e a c h e r s had l e s s 167 9. T h i r t y - t w o and f o u r - t e n t h s p e r c e n t o f a l l t e a c h e r s had f i v e to nine y e a rs of te a c h in g e x p e rie n c e . 10. S e v e n t y - o n e and s e v e n - t e n t h s p e r c e n t o f a l l t e a c h e r s worked 1n s c h o o l s w i t h f e w e r t h a n 1 , 0 0 0 s t u d e n t s . 11. S 1 x t y - e 1 g h t and o n e - t e n t h p e r c e n t o f a l l p r o d u c t i o n t e a c h ­ e r s worked 1n s c h o o l s w i t h f e w e r t h a n 12. F i f t y - n i n e and t w o - t e n t h s t e a c h e r s worked 1n s c h o o l s 13. 14. percent of a ll p e rc e n t of a l l t e a c h e r s worked p e r c e n t worked a t a r e a c e n t e r s . S e v e n t y - s e v e n and e i g h t - t e n t h s p e r c e n t o f a l l teachers worked 1n a r e a c e n t e r s , teachers worked 1n h i g h s c h o o l s . 15. horticulture w i t h 1 , 0 0 0 o r more s t u d e n t s . S 1 x t y - f o u r and n i n e - t e n t h s 1n h i g h s c h o o l s , and 3 1 . 1 750 s t u d e n t s . w h e r e a s 91.5 p e r c e n t o f F o r t y - t h r e e and e i g h t - t e n t h s p e r c e n t o f a l l horticulture all production programs were l o c a t e d 1n r u r a l c o m m u n i t i e s . 16. pr og ram s F 1 f t y - n 1 n e and t w o - t e n t h s p e r c e n t o f a l l w e r e l o c a t e d 1n m e t r o p o l i t a n o r 17. h orticulture c ity areas. S 1 x t y - f 1 v e and t w o - t e n t h s p e r c e n t o f a l l p r o d u c t i o n pr og ra m s w e r e l o c a t e d 1n r u r a l areas. D if fe r e n c e s Concerning Ro le P e r c e p t i o n 1. T h e r e was a s i g n i f i c a n t d i f f e r e n c e b e t w e e n p r o d u c t l o n - a g r l c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g r o l e perception. 168 2. The m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e I n d i c a t e d t h a t t h e g r o u p s d i f f e r e d w i t h r e s p e c t t o a d v i s i n g y o u t h o r g a n i z a t i o n s and s e r v i n g a s an e d u c a t i o n a l 3. l e a d e r i n t h e community. The d a t a i n d i c a t e d t h a t p r o d u c t i o n t e a c h e r s had h i g h e r p e r c e p t i o n s f o r r o l e s c o n c e r n i n g a d v i s i n g y o u t h o r g a n i z a t i o n s and s e r v i n g a s an e d u c a t i o n a l l e a d e r i n t h e c o m m u n it y t h a n d i d h o r t i c u l t u r e teachers. 4. When t h e d a t a w e r e t e s t e d f o r t h e e f f e c t o f a g e , degree earned, teaching ex p erience, and s c n o o l c om m un ity c l a s s i f i c a t i o n , for all stu d en t enrollm ent, sex, type school, a s i g n i f i c a n t e f f e c t was i n d i c a t e d independent v a r i a b le s . Pi fferen ces. Concern 1ng Role. Exeg.u.t-i.pn 1. T h e r e was a s i g n i f i c a n t d i f f e r e n c e b e t w e e n p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g t h e execution of ro le a c t i v i t i e s . 2. The m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e I n d i c a t e d t h a t p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s d i f f e r e d from o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s w i t h r e s p e c t t o a d v i s i n g y o u t h o r g a n i z a t i o n s , g u i d a n c e and c o u n s e l i n g , and t h e a d u l t I n s t r u c t i o n a l 3. p r o g ra m . The d a t a i n d i c a t e d t h a t h o r t i c u l t u r e t e a c h e r s p e r f o r m e d a c t i v i t i e s a s s o c i a t e d w i t h y o u t h o r g a n i z a t i o n s more f r e q u e n t l y t h a n d i d p r o d u c t i o n t e a c h e r s , and p r o d u c t i o n t e a c h e r s p e r f o r m e d a c t i v i t i e s a s s o c i a t e d w i t h g u i d a n c e a nd c o u n s e l i n g and t h e a d u l t I n s t r u c t i o n a l pr ogram more f r e q u e n t l y t h a n h o r t i c u l t u r e t e a c h e r s d i d . 169 4. When t h e d a t a w e r e t e s t e d f o r t h e e f f e c t o f a g e , degree earned, teaching experience, student enrollm ent, and s c h o o l c o m m u n it y c l a s s i f i c a t i o n , concerning a l l sex, type school, a s i g n i f i c a n t e f f e c t was i n d i c a t e d independent v a ria b le s. Time A l l o c a t e d t o Each Pro gra m 1. T h e r e was a s i g n i f i c a n t d i f f e r e n c e b e t w e e n p r o d u c t i o n and h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g t h e t i m e e a ch a l l o c a t e d t o e a c h pr ogr am a r e a . 2. The m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e i n d i c a t e d t h a t p r o d u c t i o n t e a c h e r s d i f f e r e d f ro m h o r t i c u l t u r e t e a c h e r s c o n c e r n i n g t i m e a l l o c a t i o n w i t h r e s p e c t t o a d v i s i n g y o u t h o r g a n i z a t i o n s , g u i d a n c e and c o u n s e l i n g , and t h e a d u l t i n s t r u c t i o n a l 3. pr og ram . The d a t a i n d i c a t e d t h a t p r o d u c t i o n t e a c h e r s a l l o c a t e d mo re t i m e f o r a d v i s i n g y o u t h o r g a n i z a t i o n s and h o r t i c u l t u r e t e a c h e r s a l l o ­ c a t e d m o r e t i m e f o r g u i d a n c e and c o u n s e l i n g and t h e a d u l t i n s t r u c t i o n a l pr og ra m . 4. When t h e d a t a w e r e t e s t e d f o r t h e e f f e c t o f s e x , degree earned, teaching experience, and s c h o o l c o m m u n it y c l a s s i f i c a t i o n , student enrollm ent, a ge , type school, a s i g n i f i c a n t e f f e c t was I n d i c a t e d f o r each Independent v a r i a b l e . im portance Attached t o Each Pr og ram 1. T h e r e was a s i g n i f i c a n t d i f f e r e n c e b e t w e e n o r n a m e n t a l - h o r t i c u l t u r e and p r o d u c t i o n - a g r i c u l t u r e t e a c h e r s c o n c e r n i n g t h e i m p o r t a n c e t h e y a t t a c h e d t o e a ch pr ogram a r e a . 170 2. When t h e mean s w e r e c o m p a r ed f o r a d i f f e r e n c e o f .5 o r g r e a t e r , t h e y I n d i c a t e d t h a t t h e tw o g r o u p s o f t e a c h e r s d i f f e r e d w i t h r e s p e c t t o a d v i s i n g y o u t h o r g a n i z a t i o n s and s u p e r v i s i n g t h e o c c u p a ­ tional e x p e r i e n c e pr o g ra m . 3. The d a t a I n d i c a t e d t h a t p r o d u c t i o n t e a c h e r s a t t a c h e d m or e I m p o r t a n c e t o a d v i s i n g y o u t h o r g a n i z a t i o n s and s u p e r v i s i n g o c c u p a t i o n a l e x p e r i e n c e pr og ra m s t h a n d i d h o r t i c u l t u r e t e a c h e r s . 4. T h e r e w e r e no d i f f e r e n c e s b e t w e e n t h e t w o g r o u p s c o n c e r n i n g p l a n n i n g and I m p l e m e n t i n g t h e a d u l t I n s t r u c t i o n a l p r o g r a m ; h o w e v e r , t h e means o f b o t h g r o u p s I n d i c a t e d t h e y a t t a c h e d l i t t l e Im portance t o t h i s area. C onclusions The c o n c l u s i o n s o f t h i s s t u d y a r e b a s e d on an a n a l y s i s o f t h e d a t a c o l l e c t e d and a r e v i e w o f t h e l i t e r a t u r e . 1. The r e s e a r c h e r c o n c l u d e d t h a t t h o s e r o l e a c t i v i t i e s r e l a t e d t o t e a c h i n g and t h e s c h o o l directly w e r e (a) h e l d 1n h i g h e s t e e m by a l l t e a c h e r s and (b) c o n d u c t e d more o f t e n t h a n any o t h e r r o l e a c t i v i t i e s and co ns ume d m o s t o f t h e t e a c h e r s ' work t i m e . 2. H o r t i c u l t u r e t e a c h e r s did not p e rc e iv e a d v is in g youth o r g a n i z a t i o n s a s a p a r t o f t h e i r r o l e r e s p o n s i b i l i t i e s and c o n s e q u e n t l y d i d n o t a l l o c a t e a s much t i m e f o r t h i s a c t i v i t y a s p r o d u c t i o n t e a c h e r s did. 3. The r e s e a r c h e r c o n c l u d e d t h a t a c t i v i t i e s a s s o c i a t e d w i t h a d u l t s w e r e n o t c o n s i d e r e d t o be I m p o r t a n t by e i t h e r gr ou p. 171 4. Teacher c h a r a c t e r i s t i c s a n d /o r school c h a r a c t e r i s t i c s appeared t o in flu e n ce : a. The r o l e p e r c e p t i o n s h e l d by p r o d u c t i o n - a g r i c u l t u r e and o rnam ental-horticulture teachers. b. The e x e c u t i o n o f r o l e a c t i v i t i e s by p r o d u c t i o n - a g r i c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e t e a c h e r s . c. The am o u n t o f t i m e a l l o c a t e d t o e ach a r e a o f t h e p r og ra m by p r o d u c t l o n - a g r l c u l t u r e and o r n a m e n t a l - h o r t i c u l t u r e teachers. Recommendations Th e f i n d i n g s and c o n c l u s i o n s o f t h i s s t u d y p r o v i d e d a b a s i s f o r r e c o m m e n d a t i o n s c o n c e r n i n g t h e v o c a t l o n a l - a g r i c u l t u r e pr o g ra m and fu rth er research. Pr og ram Recommendations 1. A d v i s i n g y o u t h o r g a n i z a t i o n s s h o u l d be r e e v a l u a t e d a s a p a r t o f t h e h o r t i c u l t u r e pr og ra m by s t a t e and l o c a l pr o g ra m d i r e c t o r s and by a g r i c u l t u r e t e a c h e r e d u c a t o r s a t M ic h i g a n S t a t e U n i v e r s i t y . 2. I f t h e y o u t h - o r g a n l z a t i o n component of t h e v o c a t i o n a l - a g r i c u l t u r e p r o g ra m 1s t o c o n t i n u e t o be a p a r t o f t h e h o r t i c u l t u r e p r o g r a m , a s t r a t e g y s h o u l d be d e v e l o p e d and i m p l e m e n t e d t h a t wou ld e n c o u r a g e and a s s i s t h o r t i c u l t u r e t e a c h e r s w i t h t h i s p h a s e o f t h e program. 172 3. I n s e r v i c e and c u r r i c u l u m d e v e l o p m e n t s h o u l d f o c u s mo re on t h e s u p e r v i s e d - o c c u p a t i o n a l - e x p e r l e n c e component of t h e v o c a t l o n a l a g r l c u l t u r e pro gram . 4. I n c e n t i v e s s h o u l d be p r o v i d e d by s t a t e and l o c a l adm inis­ t r a t i o n s t o i m p r o v e a d u l t e d u c a t i o n a c t i v i t i e s deemed e s s e n t i a l t o t h e v o c a t i o n a l - a g r i c u l t u r e p r o g r a m and t o t h e c o m m un ity . R e s e a r c h Recommendations 1. A s t u d y c o u l d be c o n d u c t e d t o d e t e r m i n e t h e f e a s i b i l i t y o f youth o r g a n i z a t i o n s as a p a r t o f a l l v o c a t i o n a l - a g r i c u l t u r e programs. 2. A s t u d y c o u l d be c o n d u c t e d t o i n v e s t i g a t e t h e r e l a t i o n s h i p b e t w e e n r o l e p e r c e p t i o n and r o l e p e r f o r m a n c e o f t h e v o c a t i o n a l a g ric u ltu re teacher. 3. A s t u d y c o u l d be c o n d u c t e d t o I n v e s t i g a t e t h e p r e d i c t o r s o f r o l e performance as r e l a t e d t o t h e v o c a t i o n a l - a g r i c u l t u r e t e a c h e r . 4. A s t u d y c o u l d be c o n d u c t e d t o i n v e s t i g a t e t h e r e l a t i o n s h i p between a d m i n i s t r a t o r s ' knowledge of t h e r o l e of t h e v o c a t i o n a l a g r i c u l t u r e t e a c h e r and s u p p o r t / n o s u p p o r t o f t h e pr ogr am . APPENDICES APPENDIX A INSTRUMENT DEVELOPMENT AND DATA COLLECTION 175 D E P A R T M E N T O F A G R IC U L T U R A L & E X T E N S IO N E D U C A T IO N 4 1 0 A G R IC U L T U R E H A L L • M IC H IG A N S T A T E U N IV E R S IT Y E A S T L A N S IN G , M IC H IG A N 4 8 8 2 4 -1 0 3 9 4S R I C U L T U R 41 (517) 3 5 5 -8 5 8 0 E X T E N S IO N E DUCATIO N October 11, 1984 Dear Attached please find a copy of the proposed instrument and a copy of the pur­ poses/objectives of the study. Please evaluate for content, clarity, style and organization. If possible I would like to have your recommendations by Wednesday October 17, 1984. Your assistance will be appreciated. Sincerely, Larry Powers MS u is a r A tti r m a m A c ic f V t ty t a Ocxnn>>nir\ insw /'«>• 176 ROLE PERCEPTIONS OF THE VOCATIONAL AGRICULTURE TEACHER BY LARRY POWERS 177 QUESTIONNAIRE This q u e s t i o n n a i r e is d e s i g ne d t o d e t e r m i n e t h e r o l e p e r c e p t i o n s o f v o c a t i o n a l a g r i c u l t u r e t e a c h e r s in Mi c h i g a n . The i n f o r m a t i o n g a i n e d in t h i s s t u d y w i l l be v e r y u s e f u l f o r s t r e n g t h e n i n g and i mpr ovi ng v o c a t i o n a l a g r i c u l t u r e . Al l i n f o r m a t i o n i s c o n f i d e n t i a l . All i n f o r m a t i o n w i l l be us e d f o r p r o f e s s i o n a l p u r p o s e s on 1y . Your c o o p e r a t i o n i s needed and w i l l be g r e a t l y a p p r e c i a t e d . A. Backgr ound I n f o r m a t i o n (one r e s p o n s e f o r e a c h it em) 1. What i s your t i t l e o r p o s i t i o n ? 1. O r n a m e n t a l - h o r t i c u l t u r e t e a c h e r 2. P roduction-agriculture teacher 3. Ot h e r ( s p e c i f y ) ________________________ 2. 3• Age 1. 2. A. Fema1e 25 o r u nde r 2 6- 29 _____ 5. AO-AA _____ 6. ^ 5 - ^ 9 3. 30- 3A _____ 7 . 5 0 - 5 ^ A. 35- 39 _____ 8. 55 and o v e r Hi ghes t ac a de mi c d e g r e e e a r n e d : 1. Less t h a n a B a c h e l o r ' s d e g r e e 2. B a c h e l o r ' s d e g r e e 3. A. _ _ _ 5. _ _ _ 6. 5. M as te r's degree Ed. S p e c i a l i s t d e g r e e Ed.D. d e g r e e Ph. D. d e g r e e Number o f y e a r s you have been a t e a c h e r o f 1.0 6. In what a r e a i s yo u r t e a c h i n g c e r t i f i c a t e ? 1. Or nament al h o r t i c u l t u r e 2. P r o d u c t i o n a g r i c u l t u r e 3. V o c a t i o n a l a g r i c u l t u r e A. S o c i a l s c i e n c e 5. P h y s i c a l e d u c a t i o n 7. Type o f 1. 2. 3. A. 5. 8. What _____ 6 . 7. 6. 9. 10. Language Industrial arts Speech and E n g l i s h Science Ot h e r ( s p e c i f y ) ___ t e a c h i n g c e r t i f i c a t e you p r e s e n t l y h o l d : Annual a u t h o r i z a t i o n in a g r i c u l t u r e Temporar y v o c a t i o n a l a u t h o r i z a t i o n in a g r i c u l t u r e F u l l v o c a t i o n a l a u t h o r i z a t i o n in a g r i c u l t u r e Se c o n d a r y p r o v i s i o n a l c e r t i f i c a t e w i t h v o c a t i ona 1 e n d o r s e m e n t in a g r i c u l t u r e Se c o n d a r y c o n t i n u i n g c e r t i f i c a t e w i t h v o c a t i o n a l e n d o r s e m e n t in a g r i c u l t u r e i s t h e t o t a l e n r o l l m e n t o f h i g h s c hool s t u d e n t s I. 2. 3. A. 9. agriculture: A. 10 - 1 A 5. 15-19 6. 20 o r more 99 o r l e s s 100 t o 199 200 t o 299 300 t o 399 5. A00 6 . 500 7 . 600 8. 700 to to to to A99 599 699 799 In what t y p e o f s c h o o l a r e you empl oyed? 1. 2. Ar ea V o c a t i o n a l E d u c a t i o n a l C e n t e r High s c h o o l in y our s c h o o l ( gr ade s 9- 12)? 9 . 800 t o 899 10. 900 t o 999 11. 1000 and o v e r 178 PIRECT10N5: P l e a s e c i r c l e a number f rom I t h r o u g h 5 on t h e s c a l e t o t h e r i g h t o f e a c h i t e m, t h e r e b y i n d i c a t i n g t h e e x t e n t t o wh i c h you f e e l o b l i g a t e d t o do t h e f o l l o w i n g things. Al s o c i r c l e t h e l e t t e r t o t h e r i g h t o f t h e number s i n d i c a t i n g how o f t e n you do e a c h i tern. 1 2 3 A 5 ■ ■ ■ ■ D e f i n i t e l y Shoul d Not Shoul d Not May o r May Not Shoul d D e f i n i t e l y Shoul d Of t e n Somet imes Never To wh a t e x t e n t do you f e e l obligated to do t h e f o l l o w ­ ing t h i n g s ? How Of t e n ? in ! C 01 ~ Cl B. Planning and Implementing the for Secondary Students Instructional Program c01 *1 c6 > o uO 2 10. Devel op a w r i t t e n c o u r s e o f s t u d y f o r e a c h c l a s s taught a t the beginning of th e ye a r . 0 S N 11. Conduct f i e l d t r i p s t o e n h a n c e c l a s s r o o m i n s t r u c t i o n. 0 S N 12. Use a d v i s o r y c o mmi t t e e t o p l a n i n s t r u c t i o n a ' pr ogr ams a t l e a s t one y e a r in a d v a n c e . 0 5 N 13. V i s i t t h e homes o f a l l y o u r a g r i c u l t u r e s t u d e n t s . 0 S N H. P r o v i d e i n s t r u c t i o n on c u r r e n t t e c h n o l o g y ( e . g . , computers). 15. Teach c l a s s e s o t h e r t ha n a g r i c u l t u r e . 16. Invol ve s t u d e n t s fai rs. 0 S N 0 S N N in a c t i v i t i e s o f t h e l ocal 0 S 17. P r o v i d e s t u d e n t s w i t h i n s t r u c t i o n i n r e a d i n g , w r i t i n g , a nd a r i t h m e t i c w h i l e t e a c h i n g . 0 S N 18. Devel op a c c e p t a b l e s o c i a l c o n d u c t among s t u d e n t s . 0 S N 19. C o n s t a n t l y e v a l u a t e and r e c o r d s t u d e n t p r o g r e s s on o b j e c t i v e s o f e e c h u n i t t a u g h t . 0 S N 20. Teach n o n v o c a t i o n a l c l a s s e s 0 5 N 0 S N In a g r i c u l t u r e . 21 . Teach p r o b l e m - s o l v i n g t e c h n i q u e s . 22. C o l l e c t s p e c i m e n s f o r t e a c h i n g . 0 S N 23 . Devel op m a t e r i a l s f o r t e a c h i n g . 0 S N 2A, Or der t e a c h i n g s u p p l i e s . 0 S N 25. Conduct a n n u a l equi pment . i n v e n t o r y o f s u p p l i e s and 0 S N 26. D i s c u s s b u d g e t i n g f o r t h e v o c a t i o n a l a g r i c u l t u r e pr og r a m w i t h p r i n c i p a l a n d / o r s u p e r i n t e n d e n t . 0 S N 2 7. Have t h e a d v i s o r y c o mm i t t e e e v a l u a t e t h e v o c a ­ t i o n a l a g r i c u l t u r e p r o gr am a n n u a l l y . 0 S N 28. P r o v i d e p r i ma r y m a i n t e n a n c e f o r f a c i l i t i e s and e q u i p m e n t . 0 S N 29. Teach c l a s s e s d u r i n g t h e summer m o n t h s . 0 S N 179 To what e x t e n t do you f e e l obiigated to do t h e f o 1 1owi ng t h i n g s ? How Of t e n? C. A d v i s i n c Youth O r g a n i z a t i o n 30. Encour age a l l c l a s s members t o become members of a v o c a tio n a lly r e l a t e d youth o r g a n iz a tio n ( e . g . , FFA, H o r t i c u l t u r e C l u b ) . 31. I n v o l v e members in l o c a l , s t a t e , o r n a t i o n a l a c t i v i t i e s of the youth o r g a n i z a t i o n . 2 3 5 0 S N 2 3 5 0 S N 32. P r e p a r e members o f t h e o r g a n i z a t i o n f o r competitive co n tes ts. 2 3 5 0 S N 33. Work t owar d d e v e l o p i n g l e a d e r s h i p among member s . 2 3 5 0 S N 3k. A s s i s t t he members w i t h d e v e l o p me n t o f an a n n u a l pr ogr am o f a c t i v i t i e s . 2 3 5 0 S N 35. Be r e s p o n s i b l e f o r e n s u r i n g e a c h member i s p l a c e d on an a c t i v e c o m m i t t e e . 2 3 5 0 S N 36. A s s i s t o f f i c e r s w i t h r e c o r d k e e p i n g . 2 3 5 0 S N 37. Teach s t u d e n t s a b o u t t h e y o u t h o r g a n i z a t i o n a s p a r t o f t h e i n s t r u c t i o n a l p r ogr am. 2 3 5 0 S N 38. A s s i s t e a c h s t u d e n t w i t h t h e devel o pment o f a personal plan to i d e n t i f y those occupational s k i l l s that are necessary for job entry. 2 3 5 0 S N 39. A s s i s t s t u d e n t s w i t h t h e s e l e c t i o n o f o c c u p a ­ t i o n a l l ea r ni ng e xp er ie n ce s to coinc ide with c a r e e r o b j e c t i ve . 2 3 5 0 S N kO. Use s t u d e n t s ' home r e s o u r c e s t o p r o v i d e o c c u ­ pational learning experiences. 2 3 5 0 S N 2 3 5 0 S N D. S u p e r v i s i n g t h e O c c u p a t i o n a l E x p e r i e n c e Progr am kl. Supervise the s t u d e n t s ' o cc upati ona l learning e x p e r i e n c e s d u r i n g t h e summer mont hs . k2. Teach s t u d e n t s o c c u p a t i o n a l culture. skills in a g r i 2 3 5 0 S N k 3. S ur ve y communi ty t o d e t e r m i n e t h e demand f o r s k i l l s r e l a t e d t o your t e a c h i n g a r e a . 2 3 5 0 S N kk. C o o r d i n a t e t h e s t u d e n t s ' o c c u p a t i o n a l l e a r n i n g e x p e r i e n c e s w i t h l o c a l a n d / o r s t a t e j o b demands. 2 3 5 0 S N k5. A s s i s t s t u d e n t s w i t h j o b p l a c e m e n t . 2 3 5 0 S N k 6. Keep a r e c o r d o f s k i l l s d e v e l o p me n t o f your students. 2 3 5 0 S N k7. Use s c h o o l f a c i l i t i e s t o p r o v i d e o c c u p a t i o n a l lea r nin g exp er ie nce s for the s t u d e n ts . 2 3 0 S N k8. Teach s t u d e n t s o c c u p a t i o n a l s k i l l s t h a t a r e c o n s i s t e n t w i t h j o b demands . 2 3 0 S N k 9. P r o v i d e s t u d e n t s w i t h l e a r n i n g e x p e r i e n c e s t h a t can be used a s a f o u n d a t i o n f o r f u r t h e r s k i l l s devel opment . 2 3 0 S N 50. S u p e r v i s e t h e s t u d e n t s ' o c c u p a t i o n a l e x p e r i ­ ences during the school y e a r . 2 3 0 S N 180 To what ex e n t do you f e e obiigated 0 do t h e f o l owi ng t h i n g s How Of t e n ? VI 0) e c V 4v« O Gui dance and C o u n s e l i n q 0 c § > 0 V) Z 1 2 3 5 0 S Kl 52. P r o v i d e s t u d e n t s w i t h i n f o r m a t i o n a b o u t agriculture careers. 1 2 3 5 0 S Kl 53. De t e r mi n e who s h o u l d e n r o l l agr icut l u r e . 51. L i mi t t h e e n r o l l m e n t in y o u r c l a s s e s . in v o c a t i o n a l 1 2 3 5 0 S N 5k. h a i n - . a i r . c u r r e n t r e c o r d s o f e a c h s t u d e n t ' s p r o g - e s s t owa r d h i s / h e r c a r e e r o b j e c t i v e . 1 2 3 5 0 S N 55. V i s i t p r o s p e c t i v e s t u d e n t s and t h e i r p a r e n t s t o e x p l a i n t h e v o c a t i o n a 1- a g r i c u l t u r e pr o g r a m. 1 2 3 5 0 s N 56. C o n s - ' t r e g u l a r l y t h e c u m u l a t i v e r e c o r d s o f your s t u d e n t s . 1 2 3 5 0 s N 57 . Conf e - w i t h i n d i v i d u a l s t u d e n t s a b o u t t h e i r personal voca ti ona l problems. 1 2 3 5 0 s N 53, Devel op a c a r e e r de v e l o p me n t p l a n f o r e a c h student. 1 2 3 5 0 s N P l a n n i n a and I mpl e me nt i ng t h e Adul t tional Proqra- Instruc­ 1 2 3 5 0 62, O r g a n i z e f i e l d t r i p s f o r a d u l t g r o u p s . 1 2 3 5 0 s N s h s N s N 63. C a l l in s p e c i a l i s t s f rom c o mp a n i e s t o a s s i s t with adult in stru ctio n . 1 2 3 5 0 s N 6k. S u r ve y t h e communi ty t o d e t e r m i n e a d u l t le a r n in g needs. 1 2 3 5 0 s Kl 65. P l a n a p r ogr a m f o r a d u l t s t h a t w i l l c o n t i n u e f o r one y e a r . 1 2 3 5 0 s N 66. O r g a n i z e r e c r e a t i o n a l a c t i v i t i e s p a r t i c i p a t i n g in t h e pr o g r a m. 1 2 3 5 0 s N 1 2 3 5 0 s N s s N 59. O r g a n i z e and t e a c h a d u l t c l a s s e s . 1 2 3 5 0 60. O r g a n i z e c l a s s e s f o r o t h e r s t o t e a c h . 1 2 3 5 0 61. V i s i t a d u l t homes f o r Worki nq a s an E d u c a t i o n a l 67 . R e p r e s e n t t h e s c h o o l a c t i vi t i e s . instructional Lea de r purposes. for adults i n t h e Community in communi t y a g r i c u l t u r e 6 6 . De t e r m i n e communi ty e d u c a t i o n a l n e e d s in your teaching area. 1 2 3 5 0 69. A t t e n d m e e t i n g s h e l d by communi t y c l i e n t e l e . 1 2 3 5 0 1 2 3 5 0 1 2 3 5 0 1 2 3 5 73. At t end r e g u l a r l y l o ca l s t a f f m e e t i n g s . 1 2 3 7k. A t t e n d s c h o o l f u n c t i o n s t h a t i n c l u d e t h e t o ta l school. 1 2 3 75. Work on t e a c h e r c o m m i t t e e s . 1 2 70. I n v o l v e c i t i z e n s in p l a n n i n g t h e v o c a t i o n a t a g r i c u l t u r e pr o g r a m. 71. P a r t i c i p a t e in c i v i c s e r v i c e o r g a n i z a t i o n s . 72. Li ve i n t h e s c h o o l communi t y. Workinq a s a Member o f a P r o f e s s i o n a l N N 0 s s s 5 0 s N 5 5 0 s s N N Kl Staff 3 0 N 181 To what e x t e n t do you f e e l obi i g a t e d t o do t h e f o l l o w i ng t h i n g s ? jf j= £ £ t 76. C o o r d i n a t e your pr ogr am a c t i v i t i e s w i t h o t h e r a c t i v i t i e s wi thin the sc ho ol . I 2 3 k 5 0 S N 77. Seek s u g g e s t i o n s f rom o t h e r t e a c h e r s t o i mprove t h e p r og r am. 1 2 3 k 5 0 S N 76. A s s i s t in t h e de v e l o p me n t a nd i m p l e m e n t a t i o n o f s c hool p o l i c i e s . 1 2 3 k 5 0 S N 1 2 3 k 5 0 S N 1 2 3 k 5 0 S N 1 2 3 k 5 0 S N 82. E s t a b l i s h a c t i v e member s hi p i n t h e p r o f e s ­ s i o n a l o r g a n i z a t i o n s ( e . g . , MATVA, AVA, NVATA). I 2 3 k 5 0 S N 83. Take c o u r s e s f o r c o l l e g e c r e d i t profess iona1 s k i l l s . 79. I n t e r p r e t s c h ool p o l i c i e s t o p e r s o n s commun i t y . 80. Use a d m i n i s t r a t o r s ' p r o gr am. in t h e s u g g e s t i o n s t o i mprove 81. A s s i s t o t h e r t e a c h e r s in i mp r o v i n g t h e q u a l i t y o f l e a r n i n g they p r o v i d e f o r s t u d e n t s . I. How Of t e n ? Worki nq a s a Member o f t h e P r o f e s s i o n t o i mprove 1 2 3 k 5 0 S N 8 k. P a r t i c i p a t e in wor ks ho ps d e s i g n e d t o i mprove t e a c h i n g s k i l l s in t e c h n i c a l a r e a s . I 2 3 k 5 0 S N 85. A t t e n d m e e t i n g s o f a g r i c u 1t u r e - t e a c h e r organ i zat i o n s . 1 2 3 k 5 0 S N 86. 1 2 3 k 5 0 S N 87. A s s i s t n e i g h b o r i n g a g r i c u l t u r e t e a c h e r s w i t h t e a c h i n g probl ems. I 2 3 k 5 0 S N 88. S u p p o r t l e g i s l a t i o n t h a t p r o f e s s i on. 1 2 3 k 5 0 S N 1 2 3 k 5 0 S N J . 90. 1 2 3 k 5 0 S N 91. 1 2 3 k 5 0 S N 92. I 2 3 k 5 0 S N 93. 1 2 3 k 5 0 S N 9k. 1 2 3 k 5 0 S N 95. I 2 3 k 5 0 S N 96. 1 2 3 k 5 0 S N 97. 1 2 3 k 5 0 S N 96. 1 2 3 k 5 0 S N 99. 1 2 3 k 5 0 S N 100 . 1 2 3 k 5 0 S N Identify prospective teachers. i mpr ov e s t h e t e a c h i n g 8 9 . Work on l o c a l a n d / o r s t a t e i n i t i a t i v e s t o i mprove v o c a t i o n a l a g r i c u l t u r e . P l e a s e w r i t e any a d d i t i o n a l you p e r f o r m . role a c t i v i t i e s that 182 Considering the various tasks of the teacher of vocational agriculture, please indicate how important you feel the following to be, by cire Iing one of the numbers to the left of each item. Also indicate the percentage of your time you devote to each, 4 3 2 1 0 2 3 » * ■ ■= » Very Important Important Of Some Importance Of Little Importance Of No Importance 4 t o f Your Time 2 3 4 Planning and Implementing the Instructional program for secondary students. 2 3 4 Advising a vocationally related youth organ izat ion. 2 3 4 Supervising occupational your students. 2 3 4 Serving in a guidance and counseling capacity for your students. 2 3 4 Planning and program. 2 3 4 Working as an educational 2 3 4 Working as a member of a professional 2 3 4 Working as a member of the profession. experiences of implementing the adult leader instructional in the community. staff. 183 D E P A R T M E N T O F A G R IC U L T U R A L & E X T E N SIO N E D U C A T IO N > a h * \ 4 1 0 A G R IC U L T U R E H A L L • M IC H IG A N S T A T E U N IV E R SIT Y E A S T L A N S IN G , M IC H IG A N 4 8 8 2 4 -1 0 3 9 (517) 3 5 5 -6 5 8 0 November 16, 1984 Dear Teachers There is very little current information available that would facilitate curriculum development and inservice needs of horticulture teachers in Michigan. The horticulture teachers are in an excellent position to assist in determining these needs. To determine the role perceptions of the horticulture teachers would provide valuable information for curriculum development and inservice needs. This information is needed to assist in developing the best educational programs possible for Michigan's youth. You can assist by responding to the enclosed questionnaire. Please respond to all items. Your responses will be held in complete confidence. The information will only be used for professional purposes by the researchers. The self-addressed and stamped envelope is enclosed for your convenience. It would be greatly appreciated if you would return your questionnaire by November 30, 1984. Thank you for your cooperation. Lariw Powers Ph/D/Graduate Student Dr. Harrison Gardner Professor Ag & Extension Education MSU t t a r A ftm w lw A c tty i‘1 Qi„» utoTvT.ri'fl ' r’S"L d«k fax. Carroll Wamhoff y / department Chairman Ag & Extension Education 184 D E P A R T M E N T O F A G R IC U L T U R A L & E X T E N SIO N E D U C A T IO N 4 1 0 A G R IC U L T U R E H A L L • M IC H IG A N S T A T E U N IV E R SIT Y E A S T L A N S IN G , M IC H IG A N 4 8 8 2 4 -1 0 3 9 AGRICULTURAL (517) 3 5 5 -6 5 8 0 { X T E N S IU N ED U CA T IO N December A, 1984 Dear Colleague! A short time ago you should have received a questionnaire concerning the role per­ ceptions of horticulture teachers and production agriculture teachers. The re­ searchers would like to express their appreciation to you for taking the time to assist in this research. If you have not returned your questionnaire we ask that you take a few minutes and complete it and mail it to us. We realize you are very busy and involved with your students but to assist us in this effort will ultimately benefit the students enrolled in horticulture and production agriculture in Michigan. Thank you for your cooperation. -7 Larry Powers Ph.D. (Graduate Student) Dr. Harrifeon Gardner, Professor Dept, of/Agriculture and Extension Education lr. C. Wamhoff, X/nairlan, Dept, of Agricul­ ture and Extension Education 185 D E P A R T M E N T O F A G R IC U L T U R A L & E X T E N SIO N E D U C A T IO N 4 1 0 A G R IC U L T U R E H A L L • M IC H IG A N S T A T E U N IV E R S IT Y E A S T L A N S IN G . M IC H IG A N 4 8 8 2 4 -1 0 3 9 (517) 3 5 5 -6 5 8 0 AGRICULTURAL T T iN S IO N EO UCUIOH December 11, 1984 Dear Colleague: We are continuing efforts to improve Agricultural Education programs in Michigan. A short time ago you should have received a questionnaire concerning role perception of Vocational Agriculture teachers. We realize that you are very busy with your students but we hope that you will take time to complete the questionnaire. Just in case you have mis-placed the first questionnaire, we have enclosed another one for your convenience with a self-addressed stamped envelope. Thank you for your cooperation. Larry Powers' Poweri Ph.D. (Graduate Student) 186 S t u d e n t E n r o l l m e n t Changes 1. 0- 249 2. 2 5 0- 499 3. 500 - 749 4. 750 - 999 5. 1,000-1,249 6. 1,250-1,499 7. 1,500-1,999 8. 2,000-2,499 9. 2 , 5 0 0 o r more 187 R E G IO N A N D COMMUNITY T . P E C A T E G O R I E S R e S ■On I • * n y n e . O a k l a n d a n d M a c o m b C o u ' M i t l . 2 * All c o u n t i e s in S o u t h e r n M ic h i g a n t h a t ; v « s o u t h of a n d i n c l u d i n g M u s k e g o n , K e n t. M on tc a l m . G r a t i o t , M id l a n d a nd Gay c o u n t i e s . T h i s e > c l u d c s R e g i o n I. 3 ■ Aly c o u n t i e s t h a t tv e n o r t h of t h e a b o v e m e n t i o n e d l i n e a n d t h a t a / e in t h e lo w er Peninsula. 4 • All c o u n t i e s t h a t a r e in Un* U pp er P e n i n s u l a . Metropolitan Co re : One or m o r e a d j a c e n t c i t i e s w i t h a p o p u l a t i o n o f SO,0 0 0 or m o r e w h i c h s e r v e a s t h e e c o n o m i c f o c a l p o i n t of t h e i r e n v i r o n s . C i ty : C o m m u n i t y of 10 .0 00 *o 5 0 . 0 0 0 t h a t s e r v e s a s th e eco no m ic focal point o f its e n viro n s. Town: C o m m u n i t y o f 2 , 5 0 0 lo 1 0 ,0 0 0 ( h a t s e r v e s a t th e eco n o m ic focal p o m i o f its e n v iro n s . Urban Fringe: A c o m m u n i ty of any p o p u l a t i o n t o e th at h a s as its econom ic focal point a m etropolitan c o r e or a C i t y . Rural Com munity: A c o m m u n i t y l e s s t h a n 2.500* 188 AREA REGION 1 REGION 2 REGIONS 3&4 TYPE CORE AREAS STRATUM STRATUM STRATUM STRATUM AND CITIES TYPE I & II TOWNS & FRINGE YPE III & IV RURAL COMMUNITY TYPE V STRATUM NO SCHOOLS IN THIS CELL The attached Michigan Map explains the Regions & Types. STRATUM APPENDIX B PROBABILITY DATA AND MEANS FOR IMPORTANCE ATTACHED TO PROGRAM AREAS 189 T a b l e B - 1 . - - P r o b a b i 1 i t y d a t a t a k e n f r om a l l t h e u n i v a r i a t e F - t e s t s independent v a r i a b l e s wit h r e s p e c t to r o l e p e r c e p t i o n . T e a c h e r Type PIann i ng Advi s i ng 0* concerning a l l Prof. Staff Profess ion .0*4*47*4* .50061 .8*4212 .18921 .03*492* .*49821 .8*4082 S.O.E.P. Gu i da nc e Adul t .30666 .95601 .2266*4 .32686 .95362 Comm. Le ad er d e p e n d e n t and Sex9 .67728 Age9 .68161 Degree e a r n e d 3 .66^5 0 0* .1718*4 .95568 .22775 .0*45*46* .*49*476 .83975 Yrs. e x p e rie n c e 9 .67381 0* .31*421 .95*472 .22726 .0375*4* .510*46 .83731 Student enrol 1.9 .67683 0* .30306 .95586 .22871 .05083 .52157 .8*4687 Type s c h o o l 9 .378*48 0* .1980*4 .71 16*4 .26*427 .03*423* .60958 .65166 Sc h o o 1 commun i t y classification .71790 0* •33771 .9991*4 .15066 .05*»73 .39233 .90966 .00012* * S ig n i'fic a n t a t alp h a < .05. Effect: a Main ( t e a c h e r t y p e ) ^Main ( i n d e p e n d e n t v a r i a b l e ) Interaction e f f e c t T a b l e B - 2 . — P r o b a b i l i t y d a t a t a k e n from a l l u n i v a r i a t e F - t e s t s c o n c e r n i n g a l l independent v a r i a b l e s with r e s p e c t to r o l e e x e c u t i o n . T e a c h e r Type Planning Advis ing S.O .E.P. Gu i d a n c e d e p e n d e n t and Adul t Comm. Leader Prof. Staff Profess ion Sex3 .76875 .000177* .22092 .00918* .00076* .47980 .08821 .27226 Age3 .77373 .000176* .24382 .00589* .00028* .45244 .08578 .27618 Degree e a r n e d 3 .76839 .00033* .18817 .00775* .00080* .47539 .08822 .27804 uY r s . e x p e r i•e n c e a .77747 .0001* .22565 .01166* .00098* .48543 .10218 .28915 Student enrol 1.3 .76668 . 00094* .20620 .00429* .00025* .45007 .06951 .26105 Type s c h o o l k .63656 .84449 .002*10* •37011 .12469 .18157 .31401 .02312* School community class ific a tio n 3 .76937 .00081* .18535 .00413* .00022* .52389 .07102 .24609 -'S ig n ific a n t a t alpha < .05. E ffect: a Main ( t e a c h e r t y p e ) Main ( i n d e p e n d e n t v a r i a b l e ) Interaction effe c t Ta bl e B ~ 3 . — P r o b a b i l i t y d a t a t aken from a l l u n i v a r i a t e F - t e s t s c o n c e r n i n g a l l independent v a r i a b l e s with r e s p e c t to time a l l o c a t i o n . T e a c h e r Type Planning Sex3 .51^02 Age° .13^93 Degree e a r n e d 3 .51812 vY r s . e x p e r i•e n c e a Advising 0* S.O.E.P. Gu i d a n c e d e p e n d e n t and Adul t Comm. Lea de r Prof. Staff Profess ion Ot he r .26713 .00335* .00508* .35261 .11779 .1191*7 .1*6173 . 88011 * .02510* .03120* .22258 .011*25* .0003* .06666 0* .27000 .00307* .00566* .31*560 .11971 .12396 .1*6521* .1*9521* 0* .25079 .00361** .00161** .31*151* .121*91* .11118 .1*5311 S t u d e n t e n r o l 1. 3 .4 8110 0* .25189 .00139* .00330* • 31*539 .09909 .10752 . 1*1*883 Type school*5 .42091 .09558 .11278 .1*1*11*9 .03727 .02272* .99263 .39571 .75210 Sc h o o 1 commun i £y classification .17854 .58637 .161*91* .22675 .02628* .1*1691 .1*1*570 .02361* .1*63142 ^ S i g n i f i c a n t a t a l p h a < .05E ffect: a Main ( t e a c h e r t y p e ) c Main ( i n d e p e n d e n t v a r i a b l e ) Interaction effe c t 0* 193 T a b l e B - 4 . — Means f o r i m p o r t a n c e a t t a c h e d t o e a c h pr og ra m a r e a , by p o s itio n group. Or na me nt al (N=27) Program Area P r o d u c t ion (N=47) S.D. Mean S.D. P l a n n i n g and i m pl em e nt i n g t h e i n s t r u c t i o n a l pr ogram f o r s e c o n d a r y s t u d e n t s 4.85 .36 4.74 .68 A dvising a v o c a t i o n a l l y r e l a t e d youth organ i z a tio n 2.85 1 .2 0 4.57 Supervising occupational experiences of y ou r s t u d e n t s 3-85 .92 4.39 .83 S e r v i n g in a g u i d a n c e and c o u n s e l i n g c a p a c i ty f o r your s t u d e n t s 4.07 .73 3.84 .95 P l a n n i n g and im p l e m e n ti n g t h e a d u l t i n s t r u c t i o n a l program 2.81 1.41 2.47 1. 0 6 Working a s an e d u c a t i o n a l t h e community 3.77 1.21 3- 70 .99 Working a s a member o f a p r o f e s s i o n a l staff 4.15 .77 3-9 8 1. 0 8 Working a s a member o f t h e p r o f e s s i o n 4.12 1 .0 3 4.07 1. 1 2 leader OO Mean in APPENDIX C SUMMARY MEANS AND STANDARD DEVIATIONS FOR ALL DATA 19^ 195 T a b l e C - l . — Means and s t a n d a r d d e v i a t i o n s by p o s i t i o n g r o u p f o r r o l e p e r c e p t i o n , f o r each r o l e a c t i v i t y . Ro l e Act i vi t y B. P l a n n i n g and I mp l e m e n t i n g t h e f o r Secondary St u d e n ts Instructional Grnamenta1 (N=27) P r o d u c t i on (N=A7) Mean Mean S. D. S. D. Pr o g r a m 10. De v e l o p a w r i t t e n c o u r s e o f s t u d y f o r e a c h c l a s s t a u g h t a t the beginning of the year. A . 11 .89 A. 09 .73 11. Conduc t f i e l d A . 56 . 58 A . 57 . 68 t r i p s t o enhance cla ss ro o m i n s t r u c t i o n . 12. Use a d v i s o r y c o m m i t t e e t o p l a n a t l e a s t one y e a r in a d v a n c e . 13- V i s i t t h e homes o f a l l instructional p r o g r a ms your a g r i c u l t u r e s t u d e n t s . 1A. P r o v i d e i n s t r u c t i o n on c u r r e n t t e c h n o l o g y computers). Involve s t u d e n t s in a c t i v i t i e s o f t h e l o c a l 17. P r o v i d e s t u d e n t s w i t h i n s t r u c t i o n and a r i t h m e t i c w h i l e t e a c h i n g . 18. De vel o p a c c e p t a b l e s o c i a l .89 3.96 . 98 2. A2 1 .2A A . 39 .85 (e.g., 15. Tea ch c l a s s e s o t h e r t h a n a g r i c u l t u r e . 16. A . 15 fairs. A . 33 .83 A.3A .70 2.A1 1.A5 2.50 1 . 07 3. 11 1 .22 A . 28 .80 3-78 1.15 3.98 . 90 A. 78 .A2 A.A5 .72 in r e a d i n g , w r i t i n g , c o n d u c t among s t u d e n t s . 19. C o n s t a n t l y e v a l u a t e and r e c o r d s t u d e n t p r o g r e s s on o b j e c t i v e s o f each u n i t t a u g h t . A . 52 . 70 A . 17 . 70 20. Te a c h n o n v o c a t i o n a l 2. 81 1.18 2.96 1.05 A . 50 .85 A . 31 . 66 22. C o l l e c t s p e c i m e n s f o r t e a c h i n g . A. 56 .89 A. 23 . 70 2 3. A.7A • A5 A . 28 . 80 2A. O r d e r t e a c h i n g s u p p l i e s . A. 85 .36 A . 61 .61 2 5 . Conduc t a n n u a l classes in a g r i c u l t u r e . 21. Te a c h p r o b l e m - s o l v i n g t e c h n i q u e s . De v el o p m a t e r i a l s f o r t e a c h i n g . A . 63 . 56 A. 26 . 82 26. D i s c u s s b u d g e t i n g f o r t h e v o c a t i o n a l a g r i c u l t u r e p r og r a m w i t h p r i n c i p a l a n d / o r s u p e r i n t e n d e n t . A . 22 . 97 A.A7 . 69 2 7. Have t h e a d v i s o r y c o m m i t t e e e v a l u a t e t h e v o c a t i o n a l a g r i c u l t u r e p r og r a m a n n u a l l y . . 97 in v e n t o r y o f s u p p l i e s and eq uipment. A . 19 . 79 A . 26 2 8. P r o v i d e p r i m a r y m a i n t e n a n c e f o r f a c i l i t i e s and e qu i p m e n t . 3.70 1.27 3.7A .99 29. T e a c h c l a s s e s d u r i n g t h e summer m o n t h s . 3-37 1. 18 2.70 . 95 3.0 1.18 A . 57 . 85 C. A d v i s i n q Yout h O r g a n i z a t i o n 30. E n c o u r a g e a l l c l a s s members t o become members o f a v o c a t i o n a l l y r e l a t e d y o u t h o r g a n i z a t i o n ( e . g . , FFA, H orticulture Club). 31. 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